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Mussalo F, Karaharju-Suvanto T, Pyörälä E. Exploring dental and oral hygiene students' interprofessional readiness: a cross-sectional study in joint paediatric outreach training. BMC MEDICAL EDUCATION 2024; 24:645. [PMID: 38851725 PMCID: PMC11162562 DOI: 10.1186/s12909-024-05634-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2024] [Accepted: 06/06/2024] [Indexed: 06/10/2024]
Abstract
BACKGROUND Interprofessional education is vital in oral healthcare education and should be integrated into both theoretical and work-based education. Little research addresses interprofessional education in dental hands-on training in authentic oral healthcare settings. The aim of the study was to examine the readiness and attitudes of dental and oral hygiene students towards interprofessional education during joint paediatric outreach training. METHODS In the spring of 2022, a cross-sectional study was done involving dental and oral hygiene students using the Readiness for Interprofessional Learning Scale (RIPLS) during joint paediatric outreach training. The 19-item tool was answered on a five-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = neutral, 4 = agree, and 5 = strongly agree). Means, standard deviations, minimums, maximums, and medians were calculated for each subscale and overall score. Students grouped according to their categorical variables were compared for statistically significant differences. The Mann-Whitney U-test was used for groups of two and the Kruskal-Wallis one-way analysis for groups of three or more. The internal consistency of the scale was measured with Cronbach's alpha. Statistical level was set at 0.05. RESULTS The survey included 111 participants, consisting of 51 oral hygiene students and 60 dental students, with a response rate of 93%. The questionnaire yielded a high overall mean score of 4.2. Both oral hygiene (4.3) and dental students (4.2) displayed strong readiness for interprofessional education measured by the RIPLS. The subscale of teamwork and collaboration achieved the highest score of 4.5. Students lacking prior healthcare education or work experience obtained higher RIPLS scores. Oral hygiene students rated overall items (p = 0.019) and the subscales of positive professional identity (p = < 0.001) and roles and responsibilities (p = 0.038) higher than dental students. The Cronbach's alpha represented high internal consistency for overall RIPLS scores on the scale (0.812). CONCLUSIONS Both oral hygiene and dental students perceived shared learning as beneficial and showcased high readiness for interprofessional education, as evident in their RIPLS scores. Integrating interprofessional learning into oral hygiene and dental curricula is important. Studying together can form a good basis for future working life collaboration.
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Affiliation(s)
- Fanny Mussalo
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, Helsinki, Finland.
| | - Terhi Karaharju-Suvanto
- Department of Oral and Maxillofacial Diseases, University of Helsinki and Helsinki University Hospital, Helsinki, Finland
| | - Eeva Pyörälä
- Center for University Teaching and Learning, University of Helsinki, Helsinki, Finland
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Neubauer FB, Wagner FL, Lörwald A, Huwendiek S. Sharpening the lens to evaluate interprofessional education and interprofessional collaboration by improving the conceptual framework: a critical discussion. BMC MEDICAL EDUCATION 2024; 24:615. [PMID: 38835006 DOI: 10.1186/s12909-024-05590-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/29/2023] [Accepted: 05/22/2024] [Indexed: 06/06/2024]
Abstract
It has been difficult to demonstrate that interprofessional education (IPE) and interprofessional collaboration (IPC) have positive effects on patient care quality, cost effectiveness of patient care, and healthcare provider satisfaction. Here we propose a detailed explanation for this difficulty based on an adjusted theory about cause and effect in the field of IPE and IPC by asking: 1) What are the critical weaknesses of the causal models predominantly used which link IPE with IPC, and IPE and IPC with final outcomes? 2) What would a more precise causal model look like? 3) Can the proposed novel model help us better understand the challenges of IPE and IPC outcome evaluations? In the format of a critical theoretical discussion, based on a critical appraisal of the literature, we first reason that a monocausal, IPE-biased view on IPC and IPC outcomes does not form a sufficient foundation for proper IPE and IPC outcome evaluations; rather, interprofessional organization (IPO) has to be considered an additional necessary cause for IPC; and factors outside of IPC additional causes for final outcomes. Second, we present an adjusted model representing the "multi-stage multi-causality" of patient, healthcare provider, and system outcomes. Third, we demonstrate the model's explanatory power by employing it to deduce why misuse of the modified Kirkpatrick classification as a causal model in IPE and IPC outcome evaluations might have led to inconclusive results in the past. We conclude by applying the derived theoretical clarification to formulate recommendations for enhancing future evaluations of IPE, IPO, and IPC. Our main recommendations: 1) Focus should be placed on a comprehensive evaluation of factual IPC as the fundamental metric and 2) A step-by-step approach should be used that separates the outcome evaluation of IPE from that of IPC in the overarching quest for proving the benefits of IPE, IPO and IPC for patients, healthcare providers, and health systems. With this critical discussion we hope to enable more effective evaluations of IPE, IPO and IPC in the future.
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Affiliation(s)
- Florian B Neubauer
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland.
| | - Felicitas L Wagner
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland
| | - Andrea Lörwald
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland
| | - Sören Huwendiek
- Institute for Medical Education, Department for Assessment and Evaluation, University of Bern, Bern, Switzerland
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3
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Vergo M, Silvius K, Stephens L, LaVoie J, Jolin J, Wood H. Interprofessional Post-Graduate Training Model for Nurse Practitioners and Physician Trainees. J Pain Symptom Manage 2024; 67:554-560. [PMID: 38479539 DOI: 10.1016/j.jpainsymman.2024.03.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/30/2023] [Revised: 02/14/2024] [Accepted: 03/02/2024] [Indexed: 05/14/2024]
Abstract
CONTEXT People living with serious illness and their care partners rely on team-based specialty hospice and palliative care (HPC) in order to achieve high quality end of life outcomes. In HPC, physician and nurse practitioner (NP) scope of practice has significant overlap so training together may offer benefits to clinicians and patients. OBJECTIVES Assessment of clinical competencies in a post-graduate training program consisting of NPs and physicians training and learning side-by-side. METHODS A crosswalk assured NP and physician HPC clinical competencies were captured in evaluation questions used by interprofessional program faculty to observe and assess trainees. Six clinical competencies were calculated based on aggregated evaluations for each physician and NP HPC post-graduate trainee at 3, 6, 9, and 12 months annually for 3 years. For NPs and physicians, the mean slopes of the best fit lines, the final numeric score, and the mean net change between 12 and three month competencies were compared. Learner experience was captured qualitatively. RESULTS There was no statistical difference in the change of competency scores, the final competency scores, or the trajectory of improvement in the six competencies between physician to NP trainees. Adding NP trainees was considered by post-graduate trainees as a strength of the program, and did not detract from physician competence achievement. CONCLUSION Assessing an IPE post-graduate training program in HPC was possible using a shared clinical competency framework, and revealed similar clinical gains for NPs and physicians enrolled in the program.
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Affiliation(s)
- Maxwell Vergo
- Geisel School of Medicine at Dartmouth (M.V., L.S. , J.J.), Rope Ferry Road, Hanover, NH 03755; Section of Palliative Medicine, Dartmouth Health (M.V., L.S., J.J.), 1 Medical Center Drive, Lebanon, NH 03756.
| | - Katherine Silvius
- Center for Learning and Professional Development, Dartmouth Health (K.S., J.L., H.W.), Evergreen 1, Suite 100, 1 Medical Center Drive, Lebanon, NH 03756
| | - Lisa Stephens
- Geisel School of Medicine at Dartmouth (M.V., L.S. , J.J.), Rope Ferry Road, Hanover, NH 03755; Section of Palliative Medicine, Dartmouth Health (M.V., L.S., J.J.), 1 Medical Center Drive, Lebanon, NH 03756
| | - Jenna LaVoie
- Center for Learning and Professional Development, Dartmouth Health (K.S., J.L., H.W.), Evergreen 1, Suite 100, 1 Medical Center Drive, Lebanon, NH 03756
| | - Jonathan Jolin
- Geisel School of Medicine at Dartmouth (M.V., L.S. , J.J.), Rope Ferry Road, Hanover, NH 03755; Section of Palliative Medicine, Dartmouth Health (M.V., L.S., J.J.), 1 Medical Center Drive, Lebanon, NH 03756; Veteran Affairs Medical Center (J.J.), 215 N Main Steet, White River Junction, VT 05009
| | - Heather Wood
- Center for Learning and Professional Development, Dartmouth Health (K.S., J.L., H.W.), Evergreen 1, Suite 100, 1 Medical Center Drive, Lebanon, NH 03756
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Allvin R, Thompson C, Edelbring S. Variations in measurement of interprofessional core competencies: a systematic review of self-report instruments in undergraduate health professions education. J Interprof Care 2024; 38:486-498. [PMID: 37589390 DOI: 10.1080/13561820.2023.2241505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Accepted: 06/27/2023] [Indexed: 08/18/2023]
Abstract
Educating health care professionals for working in interprofessional teams is a key preparation for roles in modern healthcare. Interprofessional teams require members who are competent in their roles. Self-assessment instruments measuring interprofessional competence (IPC) are widely used in educational preparation, but their ability to accurately and reliably measure competence is unknown. We conducted a systematic review to identify variations in the characteristics and use of self-report instruments measuring IPC. Following a systematic search of electronic databases and after applying eligibility criteria, 38 articles were included that describe 8 IPC self-report instruments. A large variation was found in the extent of coverage of IPC core competencies as articulated by the Interprofessional Education Collaborative. Each instrument's strength of evidence, psychometric performance and uses varied. Rather than measuring competency as "behaviours", they measured indirect proxies for competence, such as attitudes towards core interprofessional competencies. Educators and researchers should identify the most appropriate and highest-performing IPC instruments according to the context in which they will be used.Systematic review registration: Open Science Framework (https://archive.org/details/osf-registrations-vrfjn-v1).
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Affiliation(s)
- Renée Allvin
- Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Carl Thompson
- School of Healthcare, University of Leeds, Leeds, UK
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Copley J, Martin R, Dix C, Forbes R, Hill A, Mandrusiak A, Penman A, Patterson F, Davies S, Jauncey-Cooke J, Mahendran N, Hooper K, Collins C. Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students. J Interprof Care 2024; 38:534-543. [PMID: 38343271 DOI: 10.1080/13561820.2024.2303499] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2023] [Accepted: 01/04/2024] [Indexed: 04/12/2024]
Abstract
Literature regarding simulation for learning interprofessional collaborative practice (IPCP) indicates a need to include a range of health professions and to focus on students' development of team communication and conflict resolution skills in day-to-day healthcare delivery. This study evaluated the impact of interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students on interprofessional collaboration competencies, specifically collaborative communication and conflict resolution during day-to-day interactions, and their intention for IPCP during placement. A series of simulations featuring the potential for interprofessional conflict and involving explicit coaching on communication and conflict resolution were conducted. A single cohort pre-test post-test design included the Students' Perceptions of Interprofessional Clinical Education Revised (SPICE-R), the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and an open response survey question on future intended practice. A total of 237 students participated in the simulation experience. Overall scores and scores on all IPCP competencies in the ICASS (n = 193) and SPICE-R (n = 226) improved for all professions post-simulation. The mean score of the ICCAS increased for 98% of the respondents and similarly the mean score of the SPICE-R increased for 71% of the respondents. Open-ended responses indicated students' intentions to pursue self-leadership in IPCP. Students who participated in an interprofessional simulation reported perceived improvements in IPCP competencies and were encouraged to initiate IPCP when on placement in the practice setting.
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Affiliation(s)
- Jodie Copley
- Occupational Therapy, The University of Queensland, ST LUCIA, Australia
| | - Romany Martin
- Physiotherapy, The University of Tasmania, Launceston, Newnham, Australia
| | - Clare Dix
- Nutrition and Dietetics, The University of Queensland, ST LUCIA, Australia
| | - Roma Forbes
- Physiotherapy, The University of Queensland, ST LUCIA, Australia
| | - Anne Hill
- Speech Pathology, The University of Queensland, ST LUCIA, Australia
| | | | - Adriana Penman
- Speech Pathology, The University of Queensland, ST LUCIA, Australia
| | - Freyr Patterson
- Occupational Therapy, The University of Queensland, ST LUCIA, Australia
| | - Sarah Davies
- Casual Academic, The University of Queensland, ST LUCIA, Australia
| | | | | | - Kelly Hooper
- School of Nursing, Midwifery and Social Work, The University of Queensland, ST LUCIA, Australia
| | - Cheryl Collins
- Nutrition and Dietetics, The University of Queensland, ST LUCIA, Australia
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Weppner WG, Singh MK, Wipf JE, Shunk R, Woodard L, Brienza R. Culture change and lessons learned from ten years in the VA centers of excellence in primary care education. BMC MEDICAL EDUCATION 2024; 24:457. [PMID: 38671440 PMCID: PMC11047004 DOI: 10.1186/s12909-024-05390-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Accepted: 04/03/2024] [Indexed: 04/28/2024]
Abstract
BACKGROUND Team-based care is critical to achieving health care value while maximizing patient outcomes. Few descriptions exist of graduate-level team training interventions and practice models. Experience from the multisite, decade-long Veterans Affairs (VA) Centers of Excellence in Primary Care Education provides lessons for developing internal medicine training experiences in interprofessional clinical learning environments. METHODS A review of multisite demonstration project transforming traditional silo-model training to interprofessional team-based primary care. Using iterative quality improvement approaches, sites evaluated curricula with learner, faculty and staff feedback. Learner- and patient-level outcomes and organizational culture change were examined using mixed methods, within and across sites. Participants included more than 1600 internal medicine, nurse practitioner, nursing, pharmacy, psychology, social work and physical therapy trainees. This took place in seven academic university-affiliated VA primary care clinics with patient centered medical home design RESULTS: Each site developed innovative design and curricula using common competencies of shared decision making, sustained relationships, performance improvement and interprofessional collaboration. Educational strategies included integrated didactics, workplace collaboration and reflection. Sites shared implementation best practices and outcomes. Cross-site evaluations of the impacts of these educational strategies indicated improvements in trainee clinical knowledge, team-based approaches to care and interest in primary care careers. Improved patient outcomes were seen in the quality of chronic disease management, reduction in polypharmacy, and reduced emergency department and hospitalizations. Evaluations of the culture of training environments demonstrated incorporation and persistence of interprofessional learning and collaboration. CONCLUSIONS Aligning education and practice goals with cross-site collaboration created a robust interprofessional learning environment. Improved trainee/staff satisfaction and better patient care metrics supports use of this model to transform ambulatory care training. TRIAL REGISTRATION This evaluation was categorized as an operation improvement activity by the Office of Academic Affairs based on Veterans Health Administration Handbook 1058.05, in which information generated is used for business operations and quality improvement (Title 38 Code of Federal Regulations Part 16 (38 CFR 16.102(l)). The overall project was subject to administrative oversight rather Human Subjects Institutional Review Board, as such informed consent was waived as part of the project implementation and evaluation.
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Affiliation(s)
- William G Weppner
- Division of General Internal Medicine, University of Washington School of Medicine, Seattle, WA, USA.
- School of Medicine, University of Washington, Boise VAMC, MSO-111, 500 W. Fort St, 83702; 208.695.0454, Boise, ID, USA.
| | - Mamta K Singh
- Primary Care Service, VA Northeast Ohio Health Care System, Case Western Reserve University School of Medicine, Cleveland, OH, USA
| | - Joyce E Wipf
- Division of General Internal Medicine, University of Washington School of Medicine, Seattle, WA, USA
| | - Rebecca Shunk
- Division of General Internal Medicine, University of California San Francisco, San Francisco, CA, USA
| | - LeChauncy Woodard
- Tilman J. Fertitta Family College of Medicine, Humana Integrated Health System Sciences Institute, University of Houston, Houston, TX, USA
| | - Rebecca Brienza
- Division of General Internal Medicine, Yale School of Medicine, West Haven, CT, USA
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Aladwani MA, Hindi AM, Wakefield AB, Willis SC, Hall J. Exploring UK undergraduate healthcare students' perspectives on how to effectively design IPE: A qualitative study. J Taibah Univ Med Sci 2024; 19:304-312. [PMID: 38283381 PMCID: PMC10821583 DOI: 10.1016/j.jtumed.2023.12.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/16/2023] [Revised: 12/16/2023] [Accepted: 12/21/2023] [Indexed: 01/30/2024] Open
Abstract
Objectives To explore healthcare undergraduates' views on how to design effective IPE. The need for interprofessional education implementation in undergraduate healthcare education is gaining wide recognition globally. Students' views about their learning experiences can offer useful insights to advance teaching and learning courses. Thus, in the IPE literature, students' views on how to effectively design IPE can help shape future IPE plans. Methods Purposeful sampling was used to recruit healthcare students who attended IPE events across three UK institutions. Virtual focus groups were conducted, and audio recorded. Transcripts were thematically analysed and relevant themes were presented under three subheadings, pre, during and post IPE session. Results Twenty-five students from medicine, nursing, pharmacy, midwifery and other disciplines participated in six focus groups. Students thought IPE should be offered consistently across the programme's years of study to ensure learning continuity. Students from programmes with higher placement hours (nursing and midwifery), suggested more IPE in placement. Pre-IPE sessions, introducing IPE to students attending for the first time was perceived to be important as the lack of awareness/understanding of IPE could adversely impact their willingness to attend and their engagement. During IPE, interaction with other students was perceived as the core of an effective IPE session. Students reported difficulties in communication with other students via online IPE sessions and thought they were less engaged compared to face-to-face sessions. Post-IPE, students valued reflective exercises, whereas traditional formal assessment was seen as a barrier to engagement with the learning. Conclusion Students considered IPE valuable to prepare for future practice. However, students felt that IPE experiences could be enhanced with proper planning to ensure regular compulsory IPE exposure. For better IPE experiences, IPE design and delivery should be in line with each healthcare programme's unique learning and training curriculum.
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Affiliation(s)
| | - Ali M. Hindi
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK
| | - Ann B. Wakefield
- Division of Nursing, Midwifery & Social Work, School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK
| | - Sarah C. Willis
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK
| | - Jason Hall
- Centre for Pharmacy Workforce Studies, Division of Pharmacy and Optometry, School of Health Sciences, Faculty of Biology, Medicine and Health, The University of Manchester, Manchester, UK
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Chetty S, Swe-Han KS, Mahabeer Y, Pillay A, Essack SY. Interprofessional education in antimicrobial stewardship, a collaborative effort. JAC Antimicrob Resist 2024; 6:dlae054. [PMID: 38562216 PMCID: PMC10984567 DOI: 10.1093/jacamr/dlae054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2023] [Accepted: 03/05/2024] [Indexed: 04/04/2024] Open
Abstract
Introduction Antimicrobial stewardship (AMS) education and interprofessional collaboration are integral to the success of a stewardship programme. An interactive interprofessional AMS workshop, designed to encourage workplace interprofessional collaboration was piloted in a tertiary hospital. Objectives To obtain feedback to determine the suitability and sustainability of the AMS workshop. Methods Feedback was elicited through a predesigned questionnaire containing both open-ended and closed questions on the content and structure of the workshop. Results The survey had a 70% (n = 16) overall response rate. All participants agreed that the goals of the workshop were met and that the knowledge and skills gained from the workshop would help them in their AMS roles. All participants indicated that the workshop content, and the level at which it was pitched, met their expectations and that it had improved their knowledge and skills. All agreed that they found it advantageous and enjoyed learning as an interprofessional group. Open feedback showed that the workshop was found to be useful and would potentially result in improved patient care, dissemination of knowledge, improved teamwork and organizational culture. Conclusions The positive feedback and changes made following the workshop demonstrated that a targeted AMS educational workshop adds value to an antimicrobial stewardship programme.
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Affiliation(s)
- Sarentha Chetty
- Department of Pharmacy and Pharmacology, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg 2193, South Africa
- Discipline of Pharmaceutical Sciences, School of Health Sciences, Westville Campus, University of KwaZulu-Natal, Durban 4041, South Africa
| | - Khine Swe Swe-Han
- Department of Medical Microbiology, School of Laboratory Medicine and Medical Sciences, College of Health Science, Nelson Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa
- Department of Medical Microbiology, National Health Laboratory Service, Durban, South Africa
| | - Yesholata Mahabeer
- Department of Medical Microbiology, School of Laboratory Medicine and Medical Sciences, College of Health Science, Nelson Mandela School of Medicine, University of KwaZulu-Natal, Durban, South Africa
- Department of Medical Microbiology, National Health Laboratory Service, Durban, South Africa
| | - Ashendri Pillay
- Department of Paediatrics and Child Health, University of Kwa-Zulu-Natal, Durban, South Africa
- Paediatric Infectious Diseases Unit, Inkosi Albert Luthuli Central Hospital, Durban, South Africa
| | - Sabiha Y Essack
- Antimicrobial Research Unit, College of Health Sciences, University of KwaZulu-Natal, Durban 4041, South Africa
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Munneke W, Demoulin C, Nijs J, Morin C, Kool E, Berquin A, Meeus M, De Kooning M. Development of an interdisciplinary training program about chronic pain management with a cognitive behavioural approach for healthcare professionals: part of a hybrid effectiveness-implementation study. BMC MEDICAL EDUCATION 2024; 24:331. [PMID: 38519899 PMCID: PMC10960450 DOI: 10.1186/s12909-024-05308-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Accepted: 03/13/2024] [Indexed: 03/25/2024]
Abstract
BACKGROUND Many applied postgraduate pain training programs are monodisciplinary, whereas interdisciplinary training programs potentially improve interdisciplinary collaboration, which is favourable for managing patients with chronic pain. However, limited research exists on the development and impact of interdisciplinary training programs, particularly in the context of chronic pain. METHODS This study aimed to describe the development and implementation of an interdisciplinary training program regarding the management of patients with chronic pain, which is part of a type 1 hybrid effectiveness-implementation study. The targeted groups included medical doctors, nurses, psychologists, physiotherapists, occupational therapists, dentists and pharmacists. An interdisciplinary expert panel was organised to provide its perception of the importance of formulated competencies for integrating biopsychosocial pain management with a cognitive behavioural approach into clinical practice. They were also asked to provide their perception of the extent to which healthcare professionals already possess the competencies in their clinical practice. Additionally, the expert panel was asked to formulate the barriers and needs relating to training content and the implementation of biopsychosocial chronic pain management with a cognitive behavioural approach in clinical practice, which was complemented with a literature search. This was used to develop and adapt the training program to the barriers and needs of stakeholders. RESULTS The interdisciplinary expert panel considered the competencies as very important. Additionally, they perceived a relatively low level of healthcare professionals' possession of the competencies in their clinical practice. A wide variety of barriers and needs for stakeholders were formulated and organized within the Theoretical Domain Framework linked to the COM-B domains; 'capability', 'opportunity', and 'motivation'. The developed interdisciplinary training program, including two workshops of seven hours each and two e-learning modules, aimed to improve HCP's competencies for integrating biopsychosocial chronic pain management with a cognitive behavioural approach into clinical practice. CONCLUSION We designed an interdisciplinary training program, based on formulated barriers regarding the management of patients with chronic pain that can be used as a foundation for developing and enhancing the quality of future training programs.
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Affiliation(s)
- Wouter Munneke
- Department of Physiotherapy, Human Physiology and Anatomy, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
- Pain in Motion International Research Group (PiM)
- Department of Sport and Rehabilitation Sciences, University of Liège, Liege, Belgium
| | - Christophe Demoulin
- Department of Sport and Rehabilitation Sciences, University of Liège, Liege, Belgium
| | - Jo Nijs
- Department of Physiotherapy, Human Physiology and Anatomy, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium
- Pain in Motion International Research Group (PiM)
- Department of Health and Rehabilitation, Unit of Physiotherapy, Institute of Neuroscience and Physiology, University of Gothenburg, Gothenburg, Sweden
- Department of rehabilitation medicine and physiotherapy, University Hospital Brussels, Brussels, Belgium
| | - Carine Morin
- Société Scientifique de Médecine Générale (SSMG), Brussels, Belgium
| | | | - Anne Berquin
- Department of Physical and Rehabilitation Medicine, Cliniques universitaires Saint-Luc, Brussels, Belgium
| | - Mira Meeus
- Pain in Motion International Research Group (PiM)
- MOVANT research group, Department of Rehabilitation Sciences and Physiotherapy, Faculty of Health Sciences and Medicine, University of Antwerp, Antwerp, Belgium
| | - Margot De Kooning
- Department of Physiotherapy, Human Physiology and Anatomy, Faculty of Physical Education and Physiotherapy, Vrije Universiteit Brussel, Brussels, Belgium.
- Pain in Motion International Research Group (PiM), .
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Lees-Murdock DJ, Khan D, Irwin R, Graham J, Hinch V, O’Hagan B, McClean S. Assessing the Efficacy of Active Learning to Support Student Performance Across Undergraduate Programmes in Biomedical Science. Br J Biomed Sci 2024; 81:12148. [PMID: 38501148 PMCID: PMC10945544 DOI: 10.3389/bjbs.2024.12148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2023] [Accepted: 02/16/2024] [Indexed: 03/20/2024]
Abstract
Introduction: Active learning is a useful tool to enhance student engagement and support learning in diverse educational situations. We aimed to assess the efficacy of an active learning approach within a large interprofessional first year Medical Cell Biology module taken by six healthcare programmes across the School of Biomedical Sciences at Ulster University, United Kingdom. Materials and methods: An active learning approach was developed for weekly formative assessment using Smartwork to design a weekly interactive multiple-choice quiz to reinforce key concepts specifically for each lecture. We tracked and assessed student performance in the module overall and in each element of course work and exam for 2 years prior to and following the introduction of an active learning strategy to engage and support learning for students from all academic backgrounds and abilities. Results: Full engagement with active learning was significantly associated with an increased overall module performance as well as a significantly increased performance in each element of class test (No engagement vs. Full engagement, p < 0.001), exam (No Engagement vs. Full engagement, p < 0.05) and coursework (No engagement vs. Full engagement, p < 0.001) within this overall total (No Engagement vs. Full engagement, p < 0.01). Partial engagement with active learning was associated significantly improved class test (No engagement vs. partially engaged, p < 0.001) and coursework (No engagement vs. partially engaged, p < 0.05) performance. While a trend toward increased performance in exam and overall module mark was observed, these were not significant. Discussion: Active learning is a useful tool to support student learning across a range of healthcare programmes taken by students with differing backgrounds and academic abilities in an interprofessional and widening participation setting. Student engagement in active learning was highlighted as a key contributory factor to enhanced student performance in all aspects of assessment.
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Affiliation(s)
- D. J. Lees-Murdock
- School of Biomedical Sciences, Ulster University, Coleraine, United Kingdom
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Silva BM, Norte G, Lito P, Garcia P. Mapping the Landscape: Simulation Centers in Portugal. Cureus 2024; 16:e56278. [PMID: 38623142 PMCID: PMC11018257 DOI: 10.7759/cureus.56278] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/16/2024] [Indexed: 04/17/2024] Open
Abstract
INTRODUCTION Simulation-based training has emerged as a vital component of healthcare education. This study aims to characterize Portuguese simulation centers concerning their geographic distribution and key features, providing stakeholders with valuable insights to inform strategic decisions. METHODS A cross-sectional survey-based study was conducted over two years (2021-2023) to investigate the geographical dispersion and characteristics of simulation centers in Portugal. Descriptive statistics and thematic analysis were used to analyze data. RESULTS Twenty-three Portuguese simulation centers were included. Major urban areas and coastal regions bring together 20 simulation centers (86.96%). A large percentage (71.93%) of centers were affiliated with academic institutions, while five centers (21.74%) were clinically affiliated. Emergency care, Anesthesiology and Intensive Medicine, Pediatrics, and Gynecology and Obstetrics were identified as the national key areas of intervention. DISCUSSION Significant geographical disparity raises concerns about unequal access to professional training opportunities using simulation. Centers should be encouraged to incorporate developing technologies and innovative pedagogical methodologies and to expand their training repertoire into relatively uncharted territories. CONCLUSION Several issues have been identified within the national simulation network. Stakeholders and policymakers should prioritize equitable access, bolster the prevalence of clinical affiliated centers, foster innovation, and facilitate strategic coordination.
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Affiliation(s)
- Bruno Miguel Silva
- Medical Oncology Department, Hospital de Loures, Unidade Local de Saúde de Loures-Odivelas, Loures, PRT
- Pathophysiology Department, NOVA Medical School, Universidade NOVA de Lisboa, Lisboa, PRT
| | - Gustavo Norte
- Anesthesiology Department, Unidade Local de Saúde de Trás-os-Montes e Alto Douro, Vila Real, PRT
| | - Pedro Lito
- Critical Care Unit, Unidade Local de Saúde da Cova da Beira, Covilhã, PRT
- Medical Sciences Department, Universidade da Beira Interior, Covilhã, PRT
| | - Pedro Garcia
- Neonatal Intensive Care Unit, Hospital de Dona Estefânia, Unidade Local de Saúde São José, Lisboa, PRT
- Pediatrics Department, NOVA Medical School, Universidade NOVA de Lisboa, Lisboa, PRT
- Simulation Center, CUF Academic Center, Lisboa, PRT
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12
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Mattiazzi S, Cottrell N, Ng N, Beckman E. Behavioural outcomes of interprofessional education within clinical settings for health professional students: A systematic literature review. J Interprof Care 2024; 38:294-307. [PMID: 36744843 DOI: 10.1080/13561820.2023.2170994] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 11/03/2022] [Accepted: 01/07/2023] [Indexed: 02/07/2023]
Abstract
Interprofessional education facilitates collaborative practice, which promotes high-quality patient care and patient safety. Interprofessional education (IPE) experiences within clinical settings provide an opportunity for the development of interprofessional collaborative practice competence. The aim of this systematic review was to review the literature evaluating interprofessional education for health professional students within clinical settings and summarize the behavioral outcomes. Databases searched were PubMed, Embase, Scopus, Web of Science, Taylor & Francis Online, ERIC and PsycINFO. Full-text articles were independently screened by two reviewers and included if agreed. Outcomes were analyzed using Kirkpatrick's model modified for IPE. Studies with behavioral change outcomes were analyzed and synthesized using narrative methods. Included studies provided evidence that IPE experiences in clinical settings can enable students to develop and integrate interprofessional collaborative practice competencies, across diverse types of settings. Key tasks enabling students to achieve these learning outcomes included synchronous patient consultations, collaborative development of integrative health-care plans outside of patient consultations, and participation in socialization with health-care teams. There were limitations in the methodological design of the included studies, with limited use of comparator groups and validated tools, high usage of self-report data and serious risk of bias identified across all quantitative included studies. In conclusion, high-quality research designed to measure the construct of behavioral change is lacking. Such research could further investigate the key tasks in IPE experiences in clinical settings that are necessary for students to develop the range of required collaborative practice competencies and integrate these. This could provide clarification regarding if and how this could be achieved across different types of clinical placements.
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Affiliation(s)
- Sonya Mattiazzi
- Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
| | - Neil Cottrell
- Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
| | - Norman Ng
- Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
| | - Emma Beckman
- Faculty of Health and Behavioural Sciences, The University of Queensland, Brisbane, Australia
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Suryadinata N, Eka NGA, Manik MJ, Puspitasari V, Marlina M, Houghty GS. Effectiveness of online interprofessional education-communication course during the COVID-19 pandemic. Heliyon 2024; 10:e25764. [PMID: 38390133 PMCID: PMC10881520 DOI: 10.1016/j.heliyon.2024.e25764] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2022] [Revised: 12/03/2023] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
A developed IPE (Interprofessional Education)-communication course was first implemented at Universitas Pelita Harapan/UPH via online learning due to the COVID-19 pandemic. This study aimed to analyze the effectiveness of a newly developed IPE-online communication course offered to medical (MS) and nursing (NS) students. This study was a quantitative study using a pre-post design without control. The IPAS (Interprofessional Attitude Scale) assessed students' attitudes toward IPE. Satisfaction with the program was also measured following its completion. The questionnaire was administered via Survey Monkey to 535 respondents (MS = 250; NS = 285). Univariate and bivariate statistical analyses were employed. Before and after the IPE program, 161 MS and 146 NS completed the IPAS questionnaire (n = 307). The attitude of MS and NS were not improved significantly (p-value >0.05). Moreover, several subscales of attitudes decreased significantly, including "Diversity and Ethics" with a low-size effect for medical students and "Teamwork, Roles, and Responsibilities" and "Patient-Centeredness" with a low-size effect for nursing students. Both students (n = 307) were also satisfied with the IPE course (Mean MS: 4.28 and NS: 4.34). This study suggests that online IPE communication course may not be effective in fostering student attitudes. The IPE communication course should be accomplished through in-person class instead of online learning. Further IPE course evaluations are required to improve the acceptability, applicability, and effectiveness of IPE in health education.
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Affiliation(s)
- Neneng Suryadinata
- Medical, Faculty of Medicine, Universitas Pelita Harapan, Tangerang, Indonesia
| | - Ni Gusti Ayu Eka
- Nursing, Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
| | | | - Vivien Puspitasari
- Medical, Faculty of Medicine, Universitas Pelita Harapan, Tangerang, Indonesia
| | - Mona Marlina
- Medical, Faculty of Medicine, Universitas Pelita Harapan, Tangerang, Indonesia
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Guinat M, Staffoni L, Santschi V, Didier A, Gachoud D, Greppin-Bécherraz C. Evaluating the impact of a blended interprofessional education course on students' attitudes towards interprofessional education: a pre-post study. BMC MEDICAL EDUCATION 2024; 24:204. [PMID: 38413938 PMCID: PMC10900638 DOI: 10.1186/s12909-024-05170-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2023] [Accepted: 02/12/2024] [Indexed: 02/29/2024]
Abstract
BACKGROUND Since 2011, five educational and healthcare institutions have implemented a short interprofessional education (IPE) course to bring together undergraduates from five disciplines. To meet the logistical challenges of IPE implementation, more specifically, the large number of classrooms needed to gather students together and the need for human resources to guide learning activities, a face-to-face IPE course was redesigned into a blended (online and face-to-face collaborative learning activities) IPE course. In March 2023, 183 medical, 378 nursing, 46 radiologic technology, 69 physiotherapy, and 74 occupational therapy students participated in a one-day IPE blended course to learn interprofessional team functioning and dynamics, role clarification and responsibilities of other professions, and interprofessional communication skills. This study aimed to assess students' changes in attitudes towards IPE after being involved in a large-scale interprofessional blended learning course. METHODS A before-after study was conducted using a French translation of the validated questionnaire "University of West of England Interprofessional Questionnaire" (UWE-IP questionnaire). Students' attitudes towards interprofessional (IP) relationships and IP learning were measured before and after the course. In March 2023, two hundred fifty-six students from five professions answered two subscales of the UWE-IP questionnaire before and after the course (response rate 34%). RESULTS Students' attitudes towards IP relationships improved significantly after the course. The score on this subscale (min 8; max 24) changed from 11.18 (SD 2,67) before the course to 10,38 (SD 2,55) after the course, indicating a significant improvement in attitudes towards IP relationships (p < 0,001). More specifically, students had more positive attitudes on the item "I have a good understanding of the roles of different health and social care professionals." and the item "I feel that I am respected by people from other health and social care disciplines." after the course. A positive change in students' attitudes towards IP learning was observed, but the results were not significative. CONCLUSION A face-to-face IPE course redesigned as a blended course helped overcome existing challenges to implementing an IPE course. The results suggest a blended IPE course improves students' attitudes towards interprofessionality.
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Affiliation(s)
- M Guinat
- Department of Intensive Care Medicine, Lausanne University Hospital (CHUV), Lausanne, Switzerland.
- Medical Education Unit of the School of Medicine FBM, University of Lausanne, Lausanne, Switzerland.
| | - L Staffoni
- Haute Ecole de Santé Vaud (HESAV), School of Health Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - V Santschi
- La Source, School of Nursing Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - A Didier
- Haute Ecole de Santé Vaud (HESAV), School of Health Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
| | - D Gachoud
- Medical Education Unit of the School of Medicine FBM, University of Lausanne, Lausanne, Switzerland
- Department of Internal Medicine, Lausanne University Hospital (CHUV), Lausanne, Switzerland
| | - C Greppin-Bécherraz
- Haute Ecole de Santé Vaud (HESAV), School of Health Sciences, HES-SO, University of Applied Sciences and Arts Western Switzerland, Lausanne, Switzerland
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15
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Park MK, Taylor J, Biernot J, Martin DJ. The Virtual Geriatric Assessment Interdisciplinary Team Project: Interprofessional Geriatric Training Against the Backdrop of COVID-19. J Appl Gerontol 2024:7334648241234496. [PMID: 38379509 DOI: 10.1177/07334648241234496] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/22/2024] Open
Abstract
Interprofessional geriatric education programs enhance trainees' knowledge of older adults, and the valuable contributions health and social care practitioners make to their well-being when specialists work collaboratively. In response to the 2020 COVID-19 pandemic restrictions, in-person geriatric interprofessional education (IPE) programs were redesigned for virtual delivery. Nineteen virtual programs were held between September 2020 and December 2022. Of the 369 health and social care trainees who participated, 67.2% completed both pre- and post-program surveys. Survey instruments included the Interprofessional Collaborative Competency Attainment Survey (ICASS), which measures perceptions associated with patient-centered, team-based, collaborative care. Significant differences were obtained across ICASS domains, including communication, conflict management/resolution, and team functioning, suggesting that virtual programs may enhance attitudes and perceived abilities for interprofessional collaborative practice. Furthermore, participants' perceived understanding of older adult needs improved, as did their interest in geriatrics. Results illustrate that virtual geriatric interprofessional (IP) programs may be viable alternatives to in-person opportunities.
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Affiliation(s)
- Min Kyoung Park
- Department of Gerontology, University of Maryland, Baltimore, MD, USA
| | - Joy Taylor
- Maryland Area Health Education Center (AHEC) West, Cumberland, MD, USA
| | - Julia Biernot
- School of Medicine, University of Maryland, Baltimore, MD, USA
| | - Diane J Martin
- Graduate School, University of Maryland, Baltimore, MD, USA
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16
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Bookey-Bassett S. Feasibility testing of an interprofessional education intervention to support collaborative practice in home care for older stroke survivors with multiple chronic conditions. J Interprof Care 2024; 38:121-132. [PMID: 37871996 DOI: 10.1080/13561820.2023.2262511] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Accepted: 09/07/2023] [Indexed: 10/25/2023]
Abstract
This mixed-methods study examined the feasibility of implementing a new six-month, theory-based, interprofessional education intervention, and explored its effects and impact on collaborative practice among home care providers caring for older adult stroke survivors (≥65) with multiple chronic conditions. The evaluation utilized a qualitative descriptive and one group repeated measures design which included participant questionnaires, focus groups and field notes. Participants included 37 home care providers (registered nurses, physiotherapists, occupational therapists, personal support workers, care coordinators, and their supervisors) in Ontario, Canada. The intervention was feasible and acceptable to home care providers. Perceived benefits included improved communication and collaboration within teams, enhanced role understanding, increased learning with and from each other, and increased appreciation of all team members' expertise. From 3 to 6 months post initial IPE training, there was a statistically significant improvement in three domains of collaborative practice as measured by the Collaborative Practice Assessment Tool (communication/information exchange; community linkage and coordination of care; decision-making and conflict management) and one domain of collaborative practice, as measured by the 19-item Team Climate Inventory (task orientation). Implications for implementing interprofessional education in home care practice settings are described. Further testing in other populations and settings is warranted.
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Affiliation(s)
- Sue Bookey-Bassett
- Daphne Cockwell School of Nursing, Toronto Metropolitan University (formerly Ryerson University), Toronto, Ontario, Canada
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17
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Shuyi AT, Zikki LYT, Mei Qi A, Koh Siew Lin S. Effectiveness of interprofessional education for medical and nursing professionals and students on interprofessional educational outcomes: A systematic review. Nurse Educ Pract 2024; 74:103864. [PMID: 38101092 DOI: 10.1016/j.nepr.2023.103864] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2023] [Revised: 11/08/2023] [Accepted: 11/25/2023] [Indexed: 12/17/2023]
Abstract
AIM AND BACKGROUND Patient safety is a global health priority as unsafe care is a principal cause of death and disability. Ineffective interprofessional communication and collaboration among nursing and medical professionals and students contribute to unsafe practices. Interprofessional education provides opportunities to strengthen nurse-physician collaboration and enhance patient care. However, there is inconclusive evidence regarding interprofessional education effectiveness. This review aims to systematically evaluate interprofessional education effectiveness for nursing and medical professionals and students on interprofessional educational outcomes (interprofessional attitudes, perceptions, skills, knowledge, behaviours, and organisational and patient outcomes). DESIGN AND METHODS PubMed, Cochrane Library, Embase, Scopus, CINAHL, ERIC, PsycInfo, Web of Science were last searched on 13 January 2022. This review included published and unpublished randomised controlled trials, quasi-experimental and mixed-method studies in English examining interprofessional education outcomes among nursing and medical professionals and students. Two reviewers independently appraised studies using the Joanna Briggs Institute Critical Appraisal Tools and extracted data using a modified Joanna Briggs Institute data extraction form. Narrative synthesis was conducted instead of meta-analysis since majority of the included studies had quasi-experimental design, and various interventions and outcomes. Certainty of evidence was appraised using the Grading of Recommendations, Assessment, Development and Evaluations tool. RESULTS This review included 15 studies involving 1185 participants. Improvements were reported in each interprofessional educational outcome after interprofessional education. High-fidelity simulation with multiple scenarios, standardised communication tools, didactic and active learning methods, theoretical frameworks, debriefing sessions and provider training enhanced interprofessional education effectiveness. CONCLUSIONS Effectiveness of interprofessional education for nursing and medical professionals and students was demonstrated since improvements were observed for each interprofessional educational outcome. This systematic review addressed literature gaps, demonstrated effectiveness of interprofessional education in clinical practice and academic curricula and provided evidence-based insights that future research can consider to enhance global patient safety standards for optimal patient outcomes and quality of healthcare. Caution is advised in interpreting findings due to 'very low' evidence certainty and limited studies. More high-quality randomised controlled trials with longitudinal designs are needed.
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Affiliation(s)
- Amelia Tan Shuyi
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Division of Nursing, KK Women's and Children's Hospital, Singapore.
| | - Lew Yi Ting Zikki
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; Division of Nursing, KK Women's and Children's Hospital, Singapore
| | - Ang Mei Qi
- Division of Nursing, KK Women's and Children's Hospital, Singapore
| | - Serena Koh Siew Lin
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
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18
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Burnett G, Goldhaber-Fiebert S. The role of simulation training in patients' safety in anaesthesia and perioperative medicine. BJA Educ 2024; 24:7-12. [PMID: 38495746 PMCID: PMC10941098 DOI: 10.1016/j.bjae.2023.10.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/10/2023] [Indexed: 03/19/2024] Open
Affiliation(s)
- G.W. Burnett
- Icahn School of Medicine at Mount Sinai, New York, NY, USA
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19
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Mullan F, Holmes RD, Bateman HL. Evaluation of student-perceived competence of interprofessional working in Gerodontology. Gerodontology 2023; 40:463-471. [PMID: 36426685 DOI: 10.1111/ger.12669] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 09/30/2022] [Accepted: 11/13/2022] [Indexed: 11/17/2023]
Abstract
OBJECTIVE To evaluate pharmacy, dental and dental therapy undergraduate students' perceived competence of interprofessional working before and after attending an interprofessional education (IPE) Gerodontology workshop. BACKGROUND Whilst there is international recognition of the importance of collaboration between the dental profession and systemic healthcare providers to enhance patient care, there remains a paucity of research into IPE in Gerodontology. MATERIALS AND METHODS Pharmacy, dental and dental therapy undergraduate students attended a 2-hour Gerodontology case-based workshop. Students completed anonymised Interprofessional Collaborative Competencies Attainment Surveys (ICCAS) before and after attendance. RESULTS 108 questionnaires were received, 7 were withdrawn (1 incomplete with only pre-workshop side completed, 6 did not identify degree programme). From 101 included questionnaires, 37 were from pharmacy, 56 dental and 8 dental therapy students resulting in response rates of 84%, 82% and 67%, respectively. Each student group recorded an increase in positive reflective competence median (IQR) after taking part in the workshop. Overall median (IQR) reflective competence before the workshop was 6 (1), 5 (2) and 6 (2) for pharmacy, dental and dental therapy students, respectively, which increased to 7 (1) for all groups. There was variability in reflective competence before attending the workshop between dental and pharmacy students for two questions, and dental and dental therapy students for two different questions. CONCLUSION All students reported increased reflective competence of interprofessional working following the workshop. These findings suggest that introduction of IPE events into Gerodontology curricula may improve student understanding and appreciation of interprofessional working when providing care for older people.
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Affiliation(s)
- Francesca Mullan
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Richard D Holmes
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Heidi L Bateman
- School of Dental Sciences, Faculty of Medical Sciences, Newcastle University, Newcastle upon Tyne, UK
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Gonzalo JD, Graaf D, Wolpaw DR, Lehman E, Thompson BM. Non-physician and physician preceptors in Landscapes of Practice: a mixed-methods study exploring learning for 1 st-year medical students in clinical experiences. MEDICAL EDUCATION ONLINE 2023; 28:2166386. [PMID: 36642918 PMCID: PMC9848231 DOI: 10.1080/10872981.2023.2166386] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/23/2019] [Revised: 02/22/2022] [Accepted: 01/05/2023] [Indexed: 06/17/2023]
Abstract
Medical education has traditionally relied on physician educators. With expanding Health Systems Science competencies, non-physician healthcare providers are required. To investigate preceptor-role types, communication frequency, and importance of preceptors in value-added patient navigator roles (PN) and clinical preceptorships (CP). Using a mixed-methods approach, medical students participating in PN and CP during the first year of medical school (n=191) identified individuals with whom they communicated and communication frequency (1=never, 7=frequently), and importance of preceptors to work/education (1=not important, 7=extremely important; open-ended responses). Quantitative data were analyzed via repeated measures using a mixed-effects model and McNemar's test; effect size was calculated via Cohen's d or Cohen's h; qualitative data was analyzed using thematic analysis. Comparing ratings for non-physicians to physician healthcare professionals in PN, communication frequency (5.54 vs 3.65; p<0.001, d=1.18), importance to work (5.77 vs 4.28, p<0.001, d=0.89) and education (5.02 vs 4.12, p<0.001; d=0.49) were higher for non-physician educators. Comparing ratings for non-physicians to physician healthcare professionals in CP, communication frequency (4.93 vs. 6.48, p<0.001, d=1.33), importance to work (5.12 vs 6.61 vs, p<0.001, d=1.29) and education (4.32 vs 6.55, p<0.001, d=1.89) were higher for physician educators. Qualitative analysis indicated that non-physician healthcare providers in PN focused on Health Systems Science concepts, including social determinants of health and healthcare delivery. In PN, students observed collaboration from the perspective of multiple providers. In CP, healthcare providers, mainly physicians, focused on physician-centric clinical skills and interprofessional collaboration from the physician's perspective. Educational benefits of non-physician healthcare professionals related to Health Systems Science in work-based clinical settings - or Landscapes of Practice - can help students understand systems-based concepts such as social determinants of health, healthcare delivery systems, and interprofessional collaboration. Differences in the educational value of non-physician healthcare educators perceived by students should be further explored.
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Affiliation(s)
- Jed D. Gonzalo
- Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Deanna Graaf
- Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Daniel R. Wolpaw
- Department of Medicine, Penn State College of Medicine in Hershey, Pennsylvania, USA
| | - Erik Lehman
- Penn State College of Medicine, Hershey, Pennsylvania, USA
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Thomae AV, Verweij L, Witt CM, Blum D, Feusi E, Fringer A, Huber M, Roos M, Lal JA, Naef R. Evaluation of a newly developed flipped-classroom course on interprofessional practice in health care for medical students. MEDICAL EDUCATION ONLINE 2023; 28:2198177. [PMID: 37021707 PMCID: PMC10081083 DOI: 10.1080/10872981.2023.2198177] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 03/21/2023] [Accepted: 03/29/2023] [Indexed: 06/19/2023]
Abstract
Interprofessional education is expected to promote collaborative practice and should therefore be included in health professionals' curricula. Reports on interprofessional curricular development and its evaluation are rare. We therefore undertook a comprehensive quantitative and qualitative evaluation of a new, mandatory course on interprofessional collaboration for medical students during their third year of the Bachelor of Medicine study programme. The newly developed and implemented course spans over six weeks and was designed in a hybrid, flipped-classroom format. It incorporates experience- and case-based learning as well as interactions with other health professionals. Each student completes an eLearning and a clinical workshadowing individually before attending the - due to the pandemic - virtual live lectures. To assess quality and usefulness of teaching-learning formats and course structure to learn about interprofessional collaboration and to develop interprofessional competencies and identity, a quantitative and qualitative evaluation was performed with more than 280 medical students and 26 nurse educators from teaching hospitals using online surveys (open & closed-ended format). Data were analyzed descriptively and using content analysis processes. Students appreciated the flipped-classroom concept, the real-world case-based learning scenarios with interprofessional lecturer teams, and the possibility of an experience-based learning opportunity in the clinical setting including interaction with students and professionals from other health professions. Interprofessional identity did not change during the course. Evaluation data showed that the course is a promising approach for teaching-learning interprofessional competencies to medical students. The evaluation revealed three factors that determined the success of this course, namely, a flipped-classroom concept, the individual workshadowing of medical students with another health professional, mainly nurses, and live sessions with interprofessional teaching-learning teams. The course structure and teaching-learning methods showed potential and could serve as a template for interprofessional course development in other institutions and on other course topics.
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Affiliation(s)
- Anita V. Thomae
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Zurich, Switzerland
| | - Lotte Verweij
- Institute for Implementation Science in Health Care, University of Zurich, Switzerland & Centre of Clinical Nursing Science, University Hospital Zurich, Zurich, Switzerland
| | - Claudia M. Witt
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Zurich, Switzerland
| | - David Blum
- Competence Center Palliative Care, Department of Radiooncology, University Hospital Zurich, Zurich, Switzerland
| | - Emanuel Feusi
- Institute of Public Health, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - André Fringer
- Institute of Nursing, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Marion Huber
- Institute of Public Health, School of Health Sciences, ZHAW Zurich University of Applied Sciences, Winterthur, Switzerland
| | - Melanie Roos
- Faculty of Medicine, Student Affairs, Curricula Development, University of Zurich, Zurich, Switzerland
| | - Jasmin Anita Lal
- Faculty of Medicine, Student Affairs, Curricula Development, University of Zurich, Zurich, Switzerland
| | - Rahel Naef
- Institute for Implementation Science in Health Care, University of Zurich, Switzerland & Centre of Clinical Nursing Science, University Hospital Zurich, Zurich, Switzerland
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Erumeda NJ, Jenkins LS, George AZ. Workplace-based learning opportunities in a South African family medicine training programme. Afr J Prim Health Care Fam Med 2023; 15:e1-e13. [PMID: 37916718 PMCID: PMC10623584 DOI: 10.4102/phcfm.v15i1.4073] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2023] [Revised: 06/09/2023] [Accepted: 06/16/2023] [Indexed: 11/03/2023] Open
Abstract
BACKGROUND Workplace-based learning (WBL) provides authentic learning opportunities to develop fit-for-practice healthcare workers. Different types of WBL opportunities have been described in high-income countries, but the opportunities in the district health systems of sub-Saharan Africa have not been characterised. AIM This study explored family physicians' (FPs) and registrars' perceptions of WBL opportunities in a decentralised postgraduate family medicine registrar training programme. SETTING The study was conducted at five decentralised training sites across two provinces affiliated with the University of the Witwatersrand in South Africa. METHODS This instrumental case study involved semi-structured qualitative interviews with 11 FPs and 11 registrars purposively sampled across the training sites. The verbatim transcripts were thematically analysed using Braun and Clark's six-step approach. RESULTS Workplace-based learning opportunities were grouped into four themes: Learning from interpersonal interactions, learning from district activities, self-directed learning and contextual influences on learning opportunities. Registrars learnt from patients, peers, FPs and other professionals. Feedback, self-reflection, portfolio use, involvement in various district events, such as student and staff teaching, and continuous medical education augmented learning. Contextual influences originated from health facilities, resource availability, district management and university support, excessive workload and a need for standardised district learning opportunities. CONCLUSION Registrars are exposed to several types of WBL opportunities in district health systems. Effective engagement with available opportunities and addressing contextual challenges could enhance registrar learning.Contribution: Maximising learning opportunities to promote registrars' acquisition of required skills and competencies to efficiently address community needs in a middle-income country such as South Africa.
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Affiliation(s)
- Neetha J Erumeda
- Department of Family Medicine and Primary Care, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa; and Gauteng Department of Health, Ekurhuleni District Health Services, Germiston.
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Massé J, Beaura S, Tremblay MC. Fostering the development of non-technical competencies in medical learners through patient engagement: a rapid review. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:47-69. [PMID: 37719397 PMCID: PMC10500390 DOI: 10.36834/cmej.73630] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 09/19/2023]
Abstract
Background To train physicians who will respond to patients' evolving needs and expectations, medical schools must seek educational strategies to foster the development of non-technical competencies in students. This article aims to synthetize studies that focus on patient engagement in medical training as a promising strategy to foster the development of those competencies. Methods We conducted a rapid review of the literature to synthetize primary quantitative, qualitative and mixed studies (January 2000-January 2022) describing patient engagement interventions in medical education and reporting non-technical learning outcomes. Studies were extracted from Medline and ERIC. Two independent reviewers were involved in study selection and data extraction. A narrative synthesis of results was performed. Results Of the 3875 identified, 24 met the inclusion criteria and were retained. We found evidence of a range of non-technical educational outcomes (e. g. attitudinal changes, new knowledge and understanding). Studies also described various approaches regarding patient recruitment, preparation, and support and participation design (e.g., contact duration, learning environment, patient autonomy, and format). Some emerging practical suggestions are proposed. Conclusion Our results suggest that patient engagement in medical education can be a valuable means to foster a range of non-technical competencies, as well as formative and critical reflexivity. They also suggest conditions under which patient engagement practices can be more efficient in fostering non-instrumental patient roles in different educational contexts. This supports a plea for sensible and responsive interventional approaches.
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Affiliation(s)
- Julie Massé
- Department of Family and Emergency Medicine, Faculty of Medicine, Université Laval, Quebec, Canada
- VITAM, Centre de recherche en santé durable, Quebec, Canada
- Faculty of nursing, Université Laval, Quebec, Canada
| | - Stéphanie Beaura
- Department of Family and Emergency Medicine, Faculty of Medicine, Université Laval, Quebec, Canada
| | - Marie-Claude Tremblay
- Department of Family and Emergency Medicine, Faculty of Medicine, Université Laval, Quebec, Canada
- VITAM, Centre de recherche en santé durable, Quebec, Canada
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Showande SJ, Ibirongbe TP. Interprofessional education and collaborative practice in Nigeria - Pharmacists' and pharmacy students' attitudes and perceptions of the obstacles and recommendations. CURRENTS IN PHARMACY TEACHING & LEARNING 2023; 15:787-800. [PMID: 37482495 DOI: 10.1016/j.cptl.2023.07.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 06/23/2023] [Accepted: 07/12/2023] [Indexed: 07/25/2023]
Abstract
INTRODUCTION Many countries have implemented interprofessional education (IPE) and interprofessional collaborative practice (IPCP), but there is a dearth of information on the state of IPE in Nigeria. We evaluated the attitude of Nigerian pharmacy students and pharmacists towards IPE and IPCP and the perceived barriers to and recommendations for the implementation of IPE and IPCP. METHODS A cross-sectional survey of 238 community and hospital pharmacists and 765 pharmacy students in Nigeria was conducted with an online questionnaire using the Interprofessional Attitude Scale. Information on the perceived barriers to and recommendations for implementing IPE was also collected. RESULTS Two hundred and seven pharmacists (87%) and 629 (82.2%) pharmacy students agreed that it is necessary for health profession students to learn together. Perceived barriers to the implementation of IPE and IPCP included professional pride [pharmacists = 51 (21.42%), pharmacy students = 55 (7.19%)], prejudice against other health professions [pharmacists = 35 (14.7%), pharmacy students = 74 (9.67%)], uni-professional training [pharmacists = 5 (2.1%), pharmacy students = 7 (0.92%)], and government policies that discourage IPE and IPCP [pharmacists = 10 (4.2%), pharmacy students = 20 (2.61%)]. Recommendations proposed were the integration of IPE in undergraduate pharmacy curricula, cooperation among health professionals to curb professional rivalry, and the provision of necessary facilities and resources by the government. CONCLUSIONS Nigerian pharmacists and pharmacy students had positive attitudes towards IPE and IPCP. The perceived barriers to implementing IPE in Nigeria include discouraging government policies. Deliberate and implementable government policies on IPE are needed.
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Affiliation(s)
- Segun J Showande
- University of Ibadan, Faculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, Ibadan, Oyo State, Nigeria.
| | - Tolulope P Ibirongbe
- University of Ibadan, Faculty of Pharmacy, Department of Clinical Pharmacy and Pharmacy Administration, Ibadan, Oyo State, Nigeria
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Hong L, Milliron M, Thorpe D, Vyhmeister K. Comparing Expectations: How Pharmacy Students View Physician Assistant and Medical Students. J Physician Assist Educ 2023; 34:218-223. [PMID: 37467198 DOI: 10.1097/jpa.0000000000000524] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/21/2023]
Abstract
PURPOSE The aim of this prospective, perception scale study was to evaluate pharmacy student expectations and perceptions of student medical providers before and after interprofessional education (IPE). METHODS Using pre- and postactivity surveys, the expectations and perceptions of 2 cohorts of third-year pharmacy students who worked with first-year physician assistant (PA) students and second-year medical (MD) students in an evidence-based, case-based IPE session were compared. RESULTS Before engaging in the interprofessional activities, the pharmacy students' (N = 131) expectations were either similar for both student provider groups or greater for MD students. However, these expectations differed significantly from postactivity perceptions. After completion of the IPE experiences, when compared with MD students, PA students were perceived as having equal or greater knowledge of patient care (60.2 vs. 12%, P < .001), demonstrating equal or superior application of evidence-based practice (46.6 vs. 5.3%, P < .001), being equally or more collaborative (54.1 vs. 10.5%, P < .001), and being equally easy or easier to work with (69.9 vs. 10.5%, P < .001). CONCLUSION The magnitude of shift in expectations and perceptions demonstrates the value of IPE and underscores the high caliber of PA educational standards.
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Affiliation(s)
- Lisa Hong
- Lisa Hong, PharmD, BCPS, APh, is an associate professor at Loma Linda University School of Pharmacy, Loma Linda, California
- Mark Milliron, MSc, MPA, PA-C, is a didactic director (retired) of Loma Linda University, Department of Physician Assistant Sciences in the School of Allied Health, Redlands, California
- Donna Thorpe, DrPH, is an associate professor at Loma Linda University, School of Allied Health and assistant professor at Loma Linda University School of Public Health, Loma Linda, California
- Kirsten Vyhmeister, MA, PharmD, is a pharmacy resident at Loma Linda University Health, Loma Linda, California
| | - Mark Milliron
- Lisa Hong, PharmD, BCPS, APh, is an associate professor at Loma Linda University School of Pharmacy, Loma Linda, California
- Mark Milliron, MSc, MPA, PA-C, is a didactic director (retired) of Loma Linda University, Department of Physician Assistant Sciences in the School of Allied Health, Redlands, California
- Donna Thorpe, DrPH, is an associate professor at Loma Linda University, School of Allied Health and assistant professor at Loma Linda University School of Public Health, Loma Linda, California
- Kirsten Vyhmeister, MA, PharmD, is a pharmacy resident at Loma Linda University Health, Loma Linda, California
| | - Donna Thorpe
- Lisa Hong, PharmD, BCPS, APh, is an associate professor at Loma Linda University School of Pharmacy, Loma Linda, California
- Mark Milliron, MSc, MPA, PA-C, is a didactic director (retired) of Loma Linda University, Department of Physician Assistant Sciences in the School of Allied Health, Redlands, California
- Donna Thorpe, DrPH, is an associate professor at Loma Linda University, School of Allied Health and assistant professor at Loma Linda University School of Public Health, Loma Linda, California
- Kirsten Vyhmeister, MA, PharmD, is a pharmacy resident at Loma Linda University Health, Loma Linda, California
| | - Kirsten Vyhmeister
- Lisa Hong, PharmD, BCPS, APh, is an associate professor at Loma Linda University School of Pharmacy, Loma Linda, California
- Mark Milliron, MSc, MPA, PA-C, is a didactic director (retired) of Loma Linda University, Department of Physician Assistant Sciences in the School of Allied Health, Redlands, California
- Donna Thorpe, DrPH, is an associate professor at Loma Linda University, School of Allied Health and assistant professor at Loma Linda University School of Public Health, Loma Linda, California
- Kirsten Vyhmeister, MA, PharmD, is a pharmacy resident at Loma Linda University Health, Loma Linda, California
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Almoghirah H, Illing J, Nazar M, Nazar H. A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge. BMC MEDICAL EDUCATION 2023; 23:589. [PMID: 37605168 PMCID: PMC10441699 DOI: 10.1186/s12909-023-04557-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 07/31/2023] [Indexed: 08/23/2023]
Abstract
BACKGROUND Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical practice, some of which in healthcare are inherently interprofessional. However, it is challenging to reconcile that entrustment decisions about student competence in an interprofessional activity are made about an individual without considering the dynamics and tensions between interprofessional team members and the task itself. This can influence students' development and demonstration of competence at interprofessional collaboration. METHODS In this study, undergraduate medical and pharmacy students worked in pairs online (Zoom) to undertake the hospital discharge process (a professional activity reliant on interprofessional collaboration) for a simulated patient, producing a hospital discharge letter and completing a consultation with the simulated patient. The online sessions were recorded and interprofessional behaviours were assessed using a validated scale completed by an interprofessional assessment team. Students undertook this IPE intervention three times after receiving feedback and a period of reflection each time. RESULTS Eighteen students participated across the entire intervention and 27 one-hour online IPE sessions were completed and recorded. Students demonstrated statistically significant improvements in interprofessional behaviours across the three iterations (p < 0.05 for all the sessions). The discharge letter students produced also improved over the three sessions (p = 0.01). Students found the educational sessions useful and relevant. CONCLUSION This online IPE intervention provided the students with an authentic opportunity to work collaboratively. At the end of each iteration, students received feedback about their work as a team and about the discharge letter, helping students to reflect and purposefully develop their performance. The IPE intervention with this assessment strategy is feasible and allows student development to be captured but has proved to be time and resource intensive.
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Affiliation(s)
- Hailah Almoghirah
- Newcastle University, Newcastle-upon-Tyne, UK
- King Saud University, Riyadh, Saudi Arabia
| | - Jan Illing
- Newcastle University, Newcastle-upon-Tyne, UK
- RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | | | - Hamde Nazar
- Newcastle University, Newcastle-upon-Tyne, UK.
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Main PAE, Anderson S. Evidence for continuing professional development standards for regulated health practitioners in Australia: a systematic review. HUMAN RESOURCES FOR HEALTH 2023; 21:23. [PMID: 36941655 PMCID: PMC10026429 DOI: 10.1186/s12960-023-00803-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/25/2022] [Accepted: 02/15/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Health practitioner regulators throughout the world use continuing professional development (CPD) standards to ensure that registrants maintain, improve and broaden their knowledge, expertise and competence. As the CPD standard for most regulated health professions in Australia are currently under review, it is timely that an appraisal of the evidence be undertaken. METHODS A systematic review was conducted using major databases (including MEDLINE, EMBASE, PsycInfo, and CINAHL), search engines and grey literature for evidence published between 2015 and April 2022. Publications included in the review were assessed against the relevant CASP checklist for quantitative studies and the McMaster University checklist for qualitative studies. RESULTS The search yielded 87 abstracts of which 37 full-text articles met the inclusion criteria. The evidence showed that mandatory CPD requirements are a strong motivational factor for their completion and improves practitioners' knowledge and behaviour. CPD that is more interactive is most effective and e-learning is as effective as face-to-face CPD. There is no direct evidence to suggest the optimal quantity of CPD, although there was some evidence that complex or infrequently used skills deteriorate between 4 months to a year after training, depending on the task. CONCLUSIONS CPD is most effective when it is interactive, uses a variety of methods and is delivered in a sequence involving multiple exposures over a period of time that is focused on outcomes considered important by practitioners. Although there is no optimal quantity of CPD, there is evidence that complex skills may require more frequent CPD.
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Affiliation(s)
| | - Sarah Anderson
- Research and Evaluation Team, Australian Health Practitioner Regulation Agency, Melbourne, VIC, Australia.
- School of Allied Health, Human Services and Sport , La Trobe University, Bundoora, VIC, Australia.
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Sheffer Hilel G, Drach-Zahavy A, Endevelt R. The paradoxical effects of professional stereotypes on the quality of care by interprofessional teams: The contingent effects of team faultlines, team stereotypes, and championship behaviors. Front Psychol 2023; 14:1135071. [PMID: 36998356 PMCID: PMC10043446 DOI: 10.3389/fpsyg.2023.1135071] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Accepted: 02/23/2023] [Indexed: 03/16/2023] Open
Abstract
BackgroundDespite calls for interprofessional teamwork to ensure quality care in healthcare settings, interprofessional teams do not always perform effectively. There is evidence that professional stereotypes inhibit effective interprofessional teamwork, but they haven’t been explored as a phenomenon that impacts team’s performance and quality of care.ObjectivesTo focus on professional stereotypes emerging in interprofessional teams and examine the contingency effects of interprofessional team’s faultlines, professional stereotypes, and leader’s championship behaviors on team’s quality of care.MethodsA cross-sectional nested sample of 59 interprofessional teams and 284 professionals, working in geriatric long-term-care facilities in Israel. Additionally, five to seven of the residents of each facility were randomly sampled to obtain the outcome variable. Data collection employed a multisource (interprofessional team members), multimethod (validated questionnaires and data from residents’ health records) strategy.ResultsThe results indicated that faultlines are not directly harmful to team’s quality of care; instead, they are likely to impact quality of care only when team stereotypes emerge. Furthermore, whereas teams typified by high professional stereotypes require person-oriented championship leadership, for teams typified by low team stereotypes, championship leadership harms the quality of care they provide.ConclusionThese findings have implications for handling interprofessional teams. Practically, leaders must be well-educated to better analyze team members’ needs and maintain the appropriate leadership style.
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Affiliation(s)
- Galia Sheffer Hilel
- Nutrition Sciences Department, Faculty of Sciences at Tel-Hai College, Kiryat Shmona, Israel
- *Correspondence: Galia Sheffer Hilel,
| | - Anat Drach-Zahavy
- Nursing Department, Faculty of Social Welfare and Health Sciences at Haifa University, Haifa, Israel
| | - Ronit Endevelt
- School of Public Health, Faculty of Social Welfare and Health Sciences at Haifa University, Haifa, Israel
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29
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Atwa H, Abouzeid E, Hassan N, Abdel Nasser A. Readiness for Interprofessional Learning Among Students of Four Undergraduate Health Professions Education Programs. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:215-223. [PMID: 36938134 PMCID: PMC10015979 DOI: 10.2147/amep.s402730] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/12/2023] [Accepted: 03/03/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND In interprofessional learning, students from different professions learn about, from, and with each other so that they can collaborate effectively, deliver high-quality healthcare, and achieve positive health outcomes. This study aimed to explore the readiness of students from four health professions education programs for interprofessional learning. METHODS A cross-sectional descriptive study was carried out on 339 students. The Readiness for Interprofessional Learning Scale (RIPLS) was used to collect data. Descriptive statistics were used. Paired-samples t-test and ANOVA test were used to compare the responses of participants. Correlations between dependent and independent variables were explored by Pearson's correlation test. The statistical significance level was set at p < 0.05. RESULTS The reliability study of the collected data showed excellent internal consistency (Cronbach's ɑ = 0.819). Results revealed a statistically significant difference between the responses of students from the four programs regarding the "Roles and Responsibilities" subscale (p = 0.000). A statistically significant difference between male and female students regarding two statements within the "Teamwork and Collaboration" subscale and one statement within the "Negative Professional Identity" subscale (p < 0.05) was also detected. The correlation study showed a weak but statistically significant correlation between RIPLS mean scores and the students' study program (p < 0.015). CONCLUSION In conclusion, the students showed readiness for IPL as evidenced by their positive perception of the interprofessional learning concepts.
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Affiliation(s)
- Hani Atwa
- Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Enjy Abouzeid
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- Faculty of Medicine, Ulster University, Londonderry, UK
| | - Nahla Hassan
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Asmaa Abdel Nasser
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- Health Professions Education Center, Ibn Sina National College for Medical Studies, Jeddah, Saudi Arabia
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30
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Kersbergen M, Creugers N, Kuijer-Siebelink W, Leunissen R, Pelzer B, Fluit L, Laurant M. Interprofessional learning in a student-run dental clinic: The effect on attitudes of students in oral healthcare. J Interprof Care 2023; 37:280-287. [PMID: 35686994 DOI: 10.1080/13561820.2022.2070141] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/06/2023]
Abstract
The purpose of this study was to gain insight into change in attitudes held by students in oral healthcare about interprofessional learning and collaboration after one year of work in a student-run dental clinic (SRDC). Third- and fourth-year bachelor of dental hygiene students (n = 221) and first- and second-year master of dentistry students (n = 203) participated in baseline and follow-up measurements and completed 570 questionnaires. The Readiness for Interprofessional Learning Scale (RIPLS) was used to measure changes in attitudes toward Interprofessional Education (IPE) during participation in the SRDC. To validate the questionnaire for the setting, professional groups, and wording of RIPLS, we performed exploratory and confirmatory factor analyses. Two modified subscales remained: "Teamwork & Collaboration" and "Negative Professional Identity." Mixed linear models were used to assess relationships between students' attitudes toward IPE and participation in the SRDC. Overall, the students had positive attitudes toward IPE. At baseline, the attitudes of the dental hygiene and dentistry students were almost equally positive. After one year, dental hygiene students demonstrated a significantly more positive attitude toward collaborative learning and teamwork than the dentistry students. Further research should investigate whether the positive attitudes impact behavior in professional practice.
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Affiliation(s)
- Maria Kersbergen
- Department of Dentistry, Radboud University Medical Center, Radboud Institute for Health Sciences, Nijmegen, The Netherlands.,School of Allied Health, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Nico Creugers
- Department of Oral Function and Prosthetic Dentistry at the College of Dental Science, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Wietske Kuijer-Siebelink
- Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, The Netherlands.,Responsive Professional and Vocational Education at the School of Education, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Ron Leunissen
- Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Ben Pelzer
- School of Health Studies, HAN University of Applied Sciences, Nijmegen, The Netherlands
| | - Lia Fluit
- Learning and Working in Health Care. Radboudumc Health Academy, Radboud University Medical CenterInnovative and Persons-Centered, Nijmegen, The Netherlands
| | - Miranda Laurant
- Radboud Institute for Health Sciences, Radboud University Medical Center, Nijmegen, The Netherlands.,Organization of Healthcare and Social Services at the School of Health Studies, HAN University of Applied Sciences, Nijmegen, The Netherlands
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Krielen P, Meeuwsen M, Tan ECTH, Schieving JH, Ruijs AJEM, Scherpbier ND. Interprofessional simulation of acute care for nursing and medical students: interprofessional competencies and transfer to the workplace. BMC MEDICAL EDUCATION 2023; 23:105. [PMID: 36774481 PMCID: PMC9921059 DOI: 10.1186/s12909-023-04053-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/11/2022] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Teamwork and communication are essential tools for doctors, nurses and other team members in the management of critically ill patients. Early interprofessional education during study, using acute care simulation, may improve teamwork and communication between interprofessional team members on the long run. METHODS A comparative sequential quantitative-qualitative study was used to understand interprofessional learning outcomes in nursing and medical students after simulation of acute care. Students were assigned to a uni- or interprofessional training. Questionnaires were used to measure short and long term differences in interprofessional collaboration and communication between the intervention and control group for nursing and medical students respectively. Semi-structured focus groups were conducted to gain a better understanding of IPE in acute simulation. RESULTS One hundred and ninety-one students participated in this study (131 medical, 60 nursing students). No differences were found between the intervention and control group in overall ICCAS scores for both medical and nursing students (p = 0.181 and p = 0.441). There were no differences in ICS scores between the intervention and control group. Focus groups revealed growing competence in interprofessional communication and collaboration for both medical and nursing students. CONCLUSIONS Interprofessional simulation training did show measurable growth of interprofessional competencies, but so did uniprofessional training. Both medical and nursing students reported increased awareness of perspective and expertise of own and other profession. Furthermore, they reported growing competence in interprofessional communication and collaboration in transfer to their workplace.
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Affiliation(s)
- Pepijn Krielen
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands.
| | - Malon Meeuwsen
- Department for Research in Learning and Education Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, Nijmegen, The Netherlands
| | - Edward C T H Tan
- Department of Surgery, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Jolanda H Schieving
- Department of Child Neurology, Radboud University Medical Center, Nijmegen, The Netherlands
| | - Annelies J E M Ruijs
- Department for Research in Learning and Education Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, Nijmegen, The Netherlands
| | - Nynke D Scherpbier
- Department of General Practice and Elderly Care Medicine, University Medical Center Groningen, Groningen, The Netherlands
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Piper-Vallillo E, Zambrotta ME, Shields HM, Pelletier SR, Ramani S. Nurse-doctor co-teaching: A path towards interprofessional collaboration. CLINICAL TEACHER 2023; 20:e13556. [PMID: 36463931 DOI: 10.1111/tct.13556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2022] [Accepted: 11/13/2022] [Indexed: 12/07/2022]
Abstract
BACKGROUND Nurse-doctor collaborations are essential for team-based patient care. Although there are increasing calls for interprofessional education, teaching and learning together is rare. In 2019, we designed a Nurse-Doctor Co-Teaching pilot programme to provide an opportunity for nurses and doctors to co-teach junior doctors and nurses. We aimed to explore the experiences of the co-teachers and understand their perceptions of teaching together. The study was conducted through the lens of positioning theory. METHODS We held an hour-long focus group discussion and follow-up one-on-one interviews with nurses and doctors who participated as co-teachers. Conversations were audio-video recorded, transcribed, and thematically analysed. The Partners Institutional Review Board approved this study. RESULTS Three nurses and four doctors participated in the focus group conversation, and four nurses and two doctors participated in individual interviews. Participant narratives provided insight into shifts in hospital culture that would be necessary to promote effective interprofessional learning and collaboration: (1) break down professional silos, (2) invite the nursing perspective, (3) flatten professional hierarchies, and (4) recognise nurses as clinical teachers. CONCLUSION Nurses and doctors felt they shared a collegial and equal partnership as co-teachers. But this relationship was not typical of their daily clinical roles. Institutional barriers presented challenges to collaboration on the hospital floor and nursing participation in teaching. Successful interprofessional education may require culture and policy shifts that formally recognise nurses as valuable clinical teachers.
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Affiliation(s)
- Emily Piper-Vallillo
- Brigham and Women's Hospital, Boston, Massachusetts, USA.,Project Zero, Harvard Graduate School of Education, Cambridge, Massachusetts, USA
| | - Marina E Zambrotta
- Medicine, Harvard Medical School, Division of Hospitalist Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Helen M Shields
- Harvard Medical School, Boston, Massachusetts, USA.,Division of Medical Communications, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Division of Gastroenterology, Hepatology, and Endoscopy, Brigham and Women's Hospital, Boston, Massachusetts, USA.,Department of Medicine, Brigham and Women's Hospital, Boston, Massachusetts, USA
| | - Stephen R Pelletier
- Office of Educational Quality Improvement, Harvard Medical School, Boston, Massachusetts, USA
| | - Subha Ramani
- Medicine, Harvard Medical School, Boston, Massachusetts, USA.,Massachusetts General Hospital Institute for Health Professions Education, Boston, Massachusetts, USA.,University of Manchester, Manchester, UK
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Kasapoğlu ES, Yıldız YŞ, Saldamlı A, Karaçetin F. The effect of COVID-19 patient care and emergency response interprofessional training on COVID-19 knowledge, perception, behavior and readiness for care. Work 2023:WOR220227. [PMID: 36710711 DOI: 10.3233/wor-220227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/25/2023] Open
Abstract
BACKGROUND During the COVID-19 pandemic, the need for Interprofessional Education (IPE) and collaborative practices have gained even more importance. OBJECTIVE The aim of this study is to evaluate the impact of IPE on COVID-19 on students' knowledge, perceptions, behaviors and readiness for care regarding COVID-19. METHOD The study followed a single-group pre-/post-test semi-experimental research design. The sample consisted of 435 students studying Elderly Care/Home Patient Care/First and Emergency Aid programs. The students' perception of interdisciplinary education was evaluated at the beginning of the study. RESULTS The students were given an online COVID-19 Patient Care and Emergency Response IPE that lasted five hours and was split into two parts. The perception of interdisciplinary education was significantly higher among female students and first and emergency students before receiving IPE. Before and after IPE, the knowledge level scores of the students who did not receive IPE were found to be higher than those who did. After the training, the students' knowledge levels, readiness for care and their perceptions of control towards the COVID-19 pandemic increased statistically significantly (p < 0.001). CONCLUSION The students' knowledge levels and perceptions of control surrounding the pandemic may grow as a result of the IPE given about COVID-19 during the pandemic, when IPE became more important, and students may feel more prepared to care.
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Affiliation(s)
- Elçin Sebahat Kasapoğlu
- Department of Elderly Care, Vocational College of Health Services, Bartın University, Bartın, Turkey
| | - Yasemin Şahin Yıldız
- Department of Home Patient Care, Vocational College of Health Services, Bartın University, Bartın, Turkey
| | - Aslı Saldamlı
- Department of First Aid and Emergency, Vocational College of Health Services, Bartın University, Bartın, Turkey
| | - Figen Karaçetin
- Department of First Aid and Emergency, Vocational College of Health Services, Bartın University, Bartın, Turkey
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Bashatah AS. Assessment of nursing undergraduate's perceptions of Interprofessional learning: A cross-sectional study. Front Public Health 2023; 10:1030863. [PMID: 36699885 PMCID: PMC9868266 DOI: 10.3389/fpubh.2022.1030863] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Accepted: 12/05/2022] [Indexed: 01/11/2023] Open
Abstract
Background Inter-Professional Learning (IPE) is based on mutual respect, and it improves collaboration and teamwork, and satisfaction among students and professionals. Objective This study aimed to assess the perceptions of IPE among Nursing students in Saudi Arabia. Methods This is a cross-sectional survey-based study conducted among students from three different universities in Saudi Arabia, among nursing students over 6 months from May 2021 to October 2021. Descriptive analysis was used to assess the perceptions of IPE and inferential testing was used to assess the association of perception scores among variables using a statistical package for social science version 26 (SPSS). Results A total of 517 participants responded to the questionnaires. A higher proportion (n = 281, 54.4%) of the participants were females and were between 21 and 24 (n = 350; 67.7%) years old. The mean age of the participants was 21.35 (SD = 1.46). The majority of them were from King Saud University (n = 273, 52.8%), followed by King Khalid University (n = 127, 24.6%). Of the participants (80.4 %) agreed learning with other students will help them to become more effective members of a healthcare team. The mean overall score for RIPLS was 70.85 (SD = 6.611). The mean score for teamwork and collaboration was 37.19 (SD = 4.79), professional identity, 23.23 (SD = 2.89), roles and responsibilities 10.42 (SD = 2.20). The mean score is significantly associated with the university type (p = 0.0001), and previous knowledge of IPE (p = 0.0001). Conclusion The majority of the students had positive perceptions of understanding IPE and a good level of preparation for IPE. This means that if IPE is conducted among Saudi students, students will benefit from it, and it has the potential to improve their capacity to deliver holistic nursing care to their patients.
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Souto-Gómez AI, Talavera-Valverde MÁ, Márquez-Álvarez LJ, García-de-la-Torre MDP. La educación interprofesional en el desarrollo de la identidad profesional en terapia ocupacional: una revisión de alcance. CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL 2023. [DOI: 10.1590/2526-8910.ctoao258833813] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2023] Open
Abstract
Resumen Objetivo analizar el desarrollo histórico, la naturaleza y el volumen de la literatura científica de la Investigación sobre Educación Interprofesional en terapia ocupacional, así como los tipos de intervenciones que se desarrollan. Método Se utilizó un scoping review con un marco metodológico de cuatro etapas para capturar la evidencia que describe cómo las Investigación sobre Educación Interprofesional y la identidad profesional ha sido conceptualizada e integradas en la terapia ocupacional. Las bases de datos incluidas fueron MEDLINE, EMBASE, PubMed, Pubmed Central, ERIC, PsychInfo, Cinahl, Ciberindex, Dialnet, Scopus, Web of Science, Cochrane y Scielo. Como criterios de inclusión los artículos debían describir conceptos relacionados con la terapia ocupacional y otras disciplinas, identidad profesional y la educación interprofesional en estudiantes y/o profesionales. Del listado final se analizaron las variables: información demográfica, objetivo/propósito del estudio, detalles metodológicos, tipos de intervenciones realizadas y resultados/hallazgos principales. Resultados 18 artículos cumplieron los criterios y 16 se tuvieron en cuenta para la síntesis cualitativa. Predomina la investigación universitaria (92,3%). El 75% de la muestra de las investigaciones se concentra en estudiantes. La investigación mixta representa el 50% del estudio. Las intervenciones más numerosas en Investigación sobre Educación Interprofesional son prácticas en el aula (62,5%) frente a prácticas de campo (37,5%). Conclusión este estudio muestra la fortaleza de las prácticas ligadas a la educación interprofesional y su vínculo para desarrollar la identidad profesional. La formación de colaboración interprofesional en comparación con la educación clínica tradicional, aumenta la identidad profesional a través de la autoeficacia percibida de los estudiantes.
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Andersen P, Broman P, Tokolahi E, Yap JR, Brownie S. Determining a common understanding of interprofessional competencies for pre-registration health professionals in Aotearoa New Zealand: A Delphi study. Front Med (Lausanne) 2023; 10:1119556. [PMID: 37035298 PMCID: PMC10079912 DOI: 10.3389/fmed.2023.1119556] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/14/2023] [Accepted: 03/13/2023] [Indexed: 04/11/2023] Open
Abstract
There is growing awareness that factors such as the growing incidence of co-morbidity and increasing complexity of patient health needs cannot be addressed by health professionals practicing in isolation. Given this, there is an increasing emphasis on preparing students in health-related programs for effective interprofessional practice. Less clear, however, are the specific skills and clinical or learning opportunities necessary for students to develop effectiveness in interprofessional practice. These factors drove a team associated with a tertiary health education provider in Hamilton, New Zealand to transform traditional clinical student experiences in the form of an interprofessional student-assisted clinic. The clinic was intended, in part, to provide students with opportunities to learn and experience interprofessionalism in practice but was hampered by limited information available regarding the specific skill requirements necessary for students in New Zealand to learn in this context. In this Delphi study, we synthesize national expert opinion on student competency indicators necessary for effective interprofessional practice. The resultant set of indicators is presented and opportunities for application and further research discussed. The paper offers guidance to others seeking to innovate health curricula, develop novel service-oriented learning experiences for students, and foster interprofessional practice competence in the future health workforce.
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Affiliation(s)
- Patrea Andersen
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Sippy Downs, QLD, Australia
- School of Nursing, Midwifery and Social Science, Central Queensland University, Norman Gardens, QLD, Australia
| | - Patrick Broman
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- *Correspondence: Patrick Broman,
| | - Ema Tokolahi
- Otago Polytechnic–Te Pūkenga, Dunedin, New Zealand
| | - Jia Rong Yap
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
| | - Sharon Brownie
- Centre for Health and Social Practice, Waikato Institute of Technology–Te Pūkenga, Hamilton, New Zealand
- School of Health Science, Swinburne University of Technology, Melbourne, VIC, Australia
- School of Medicine and Dentistry, Griffith University, Brisbane, QLD, Australia
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McKinlay E, White K, Garrett S, Gladman T, Pullon S. Work-place cancer and palliative care interprofessional education: experiences of students and staff. J Interprof Care 2023; 37:29-38. [PMID: 34723716 DOI: 10.1080/13561820.2021.1981259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/10/2023]
Abstract
Workplace-based interprofessional education (IPE) offers opportunities for pre-registration students to interact with patients in authentic settings. Senior dietetic, medical, nursing, physiotherapy and radiation therapy students took part in a workplace IPE initiative on cancer and palliative care informed by experiential learning theory and run by clinical tutors. Research was undertaken to gauge students and tutors' experiences of the initiative. The mixed methods approach included: Pre and post-administration of the University of West England Interprofessional questionnaire 'Communication and Teamwork Scale, 'Interprofessional Learning Scale,' 'Interprofessional Interaction Scale.' Two questions were added relating to cancer and palliative care. Separate focus group interviews were held with students and tutors. There was a positive shift in the Communication and Teamwork scale based on students' pre and post questionnaires, but no change in the other two scales. Analysis of student and tutor focus group data showed that both affirmed the IPE initiative for a range of reasons. A brief experiential, theory-informed IPE initiative with a focus on cancer and palliative care was well received by both students and clinical tutors. The mixed method approach highlighted some discrepancies between quantitative and qualitative results but when synthesized were explicable, demonstrating the value of using a mixed methods approach to research.
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Affiliation(s)
| | - Kristen White
- Professional Practice Fellow Dietetics, University of Otago, Dunedin, New Zealand
| | - Sue Garrett
- University of Otago Wellington, Wellington, New Zealand
| | - Tehmina Gladman
- Education Advisor, Education Unit, University of Otago Wellington, Wellington, New Zealand
| | - Sue Pullon
- University of Otago Wellington, Wellington, New Zealand
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Cerbin-Koczorowska M, Przymuszała P, Kłos M, Bazan D, Żebryk P, Uruski P, Marciniak R. Potential of Volunteering in Formal and Informal Medical Education-A Theory-Driven Cross-Sectional Study with Example of the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:16955. [PMID: 36554834 PMCID: PMC9779563 DOI: 10.3390/ijerph192416955] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/15/2022] [Revised: 12/11/2022] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
Students' volunteering is an effective way to manage health crises, including pandemics. Due to the limited capacity of the healthcare system at the time of the COVID-19 outbreak, the engagement of students in volunteering services seemed invaluable. Based on different teaching-learning theories, in this survey study, we aimed to evaluate the potential of the volunteering service project launched by the Poznan University of Medical Sciences during the COVID-19 pandemic as a learning opportunity for undergraduate healthcare students. The results indicate the potential of involving students in volunteering activities for educational purposes, as well as other values, including attitudes and professional identity development, which could be difficult to realize using traditional teaching methods. However, stimulating students' reflectiveness seems necessary to reach its full educational effectiveness. Medical teachers should provide students with more opportunities for volunteering and service learning and consider making these a constant element of the curriculum beyond the COVID-19 pandemic.
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Affiliation(s)
| | - Piotr Przymuszała
- Department of Medical Education, Poznan University of Medical Sciences, 60-806 Poznan, Poland
| | - Michał Kłos
- Students’ Scientific Club of Medical Education, Poznan University of Medical Sciences, 60-806 Poznan, Poland
| | - Dominika Bazan
- Promotion and Careers Office, Poznan University of Medical Sciences, 61-701 Poznan, Poland
| | - Paweł Żebryk
- Department of Medical Education, Poznan University of Medical Sciences, 60-806 Poznan, Poland
| | - Paweł Uruski
- Department of Hypertensiology, Angiology and Internal Medicine, Poznan University of Medical Sciences, 61-848 Poznan, Poland
| | - Ryszard Marciniak
- Department of Medical Education, Poznan University of Medical Sciences, 60-806 Poznan, Poland
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Cimino FM, Varpio L, W Konopasky A, Barker A, Stalmeijer RE, Ma TL. Can We Realize Our Collaborative Potential? A Critical Review of Faculty Roles and Experiences in Interprofessional Education. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:S87-S95. [PMID: 35947466 DOI: 10.1097/acm.0000000000004909] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Faculty within interprofessional education (IPE) are essential contributors to IPE implementation efforts. Although the majority of existing IPE literature consists of reports on IPE innovations, few insights are available into the experiences of the faculty members who deliver IPE. This critical narrative review was designed to synthesize the knowledge available about (1) roles assigned to IPE educators and (2) IPE faculty members' experiences of fulfilling these roles. METHOD Six databases for English-language studies published between 2000 and March 2021 were searched: PubMed, Embase, Web of Science, MEDLINE, CINAHL, PsycINFO, ERIC, and MedEdPortal. A total of 1,717 manuscripts were identified for possible inclusion. After applying inclusion/exclusion criteria, 214 articles constituted the final literature corpus. Harden and Crosby's original framework of 6 roles of medical educators augmented with the manager role introduced in Harden and Lilley's 2018 framework informed the analysis. RESULTS IPE faculty take on all 6 roles identified by Harden and Crosby: facilitator, planner, information provider, examiner, role model, and resource developer, as well as the manager role. Faculty were most commonly identified as facilitator and planner, and rarely as role models. The authors identified 3 main struggles experienced by IPE faculty: personal (e.g., confidence as a cross-professions educator), interpersonal (e.g., co-teaching IPE), and institutional (e.g., supporting IPE logistics). CONCLUSIONS This review highlights the complexity of the roles taken on by IPE faculty and the struggles they experience in the process. The results suggest that attention to the different roles that IPE faculty play in educational interventions and to equipping faculty with the necessary competencies, tools, and support, is fundamental to the success of IPE. Future research should harness the explanatory power of theories to help explain dynamics at play between personal, interpersonal, and institutional barriers to identify interventions that can aid IPE faculty in delivering collaboration-ready professionals.
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Affiliation(s)
- Francesca M Cimino
- F.M. Cimino is associate professor, Department of Family Medicine, Uniformed Services University, Bethesda, Maryland, and program director, National Capital Consortium Family Medicine Residency, Fort Belvoir, Virginia; ORCID: http://orcid.org/0000-0003-3674-2906
| | - Lara Varpio
- L. Varpio is professor of medicine and associate director of research, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-1412-4341
| | - Abigail W Konopasky
- A.W. Konopasky is assistant professor of medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0002-3033-5552
| | - Andrea Barker
- A. Barker is adjunct assistant professor, Department of Family and Preventive Medicine, University of Utah, and program director, Center of Excellence in Musculoskeletal Care and Education, Veterans Affairs Salt Lake City Healthcare System, Salt Lake City, Utah; ORCID: http://orcid.org/0000-0003-3619-9368
| | - Renée E Stalmeijer
- R.E. Stalmeijer is assistant professor, Department of Educational Development and Research, Faculty of Health Medicine and Life Sciences, School of Health Professions Education, Maastricht University, Maastricht, the Netherlands; ORCID: http://orcid.org/0000-0001-8690-5326
| | - Ting-Lan Ma
- T.-L. Ma is assistant professor of medicine, Center for Health Professions Education, Uniformed Services University of the Health Sciences, Bethesda, Maryland; ORCID: http://orcid.org/0000-0001-8349-6432
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Zarei M, Mojarrab S, Bazrafkan L, Shokrpour N. The role of continuing medical education programs in promoting iranian nurses, competency toward non-communicable diseases, a qualitative content analysis study. BMC MEDICAL EDUCATION 2022; 22:731. [PMID: 36280836 PMCID: PMC9589750 DOI: 10.1186/s12909-022-03804-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 10/08/2022] [Accepted: 10/13/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Continuing medical education is essential for nurses to provide quality patient care and upgrade their professional skills and competence. The need for continuing medical education (CME) has become more apparent in the face of advances in medical science, the ever-changing healthcare system, and nurses' vital role in improving health care. It is, therefore, imperative to explore the nurses' experience of CME courses and the extent to which such programs are effective. OBJECTIVE The present qualitative study aimed to explore and describe nurses' experiences of the effect of CE programs in promoting their competencies toward non-communicable diseases. METHODS This qualitative content analysis study was conducted from December 2019 to April 2020 at various hospitals affiliated to Shiraz University of Medical Sciences (Shiraz, Iran) and based on the principles of conventional content analysis. The target population was nurses who actively worked in the chronic wards of these hospitals. The participants were selected using maximum variation sampling, including nine nursing managers, education and clinical supervisors, and staff nurses. Data were collected through individual, face-to-face, semi-structured interviews guided by an interview guide, and data collection continued until data saturation was achieved. Each interview took about 30-45 min. Follow up questions were used for clarification when needed. Data trustworthiness was assessed according to the criteria proposed by Guba and Lincoln. RESULTS Analysis of the interview data resulted in 230 primary codes, based on 8 categories, and three themes were identified. The extracted themes were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. The associated categories were gaps in the planning of the CME program, problematic context, and training to improve professional skills and competency. CONCLUSION Professional competence and performance of nurses can be improved through intrinsic motivation stimulation, planning, and implementation of training programs based on professional needs and effective assessment of the teaching/learning process.
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Affiliation(s)
- Maryam Zarei
- Medical Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Sadaf Mojarrab
- School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Leila Bazrafkan
- Clinical Education Research Centre, Education Development Centre, Shiraz University of Medical Sciences, Shiraz, Iran, Sina Sadra Halls, Neshat Ave, 7134874689.
- , Shiraz, Iran.
| | - Nasrin Shokrpour
- English Department, Faculty of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Gallagher AL, Eames C, Roddy R, Cunningham R. The invisible and the non-routine: a meta-ethnography of intersectoral work in schools from the perspective of speech and language therapists and occupational therapists. J Interprof Care 2022; 37:662-673. [DOI: 10.1080/13561820.2022.2108774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Affiliation(s)
| | - Caitriona Eames
- School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland
| | - Rosalie Roddy
- School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland
| | - Roisin Cunningham
- School of Allied Health, Faculty of Education and Health Sciences, University of Limerick, Limerick, Ireland
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Nieuwboer M, Van der Sande R, Olde Rikkert M, Van der Marck M, Perry M. Clinical leadership training in integrated primary care networks: a qualitative evaluation. INTEGRATED HEALTHCARE JOURNAL 2022. [DOI: 10.1136/ihj-2021-000086] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
Abstract
ObjectiveTo explore how a clinical leadership training programme contributes to successful implementation of integrated dementia care in local primary care networks.Methods and analysisA qualitative design was used in local primary care networks in the Netherlands. Twenty-six primary care professionals, nurses (n=22), general practitioners (n=2) and occupational therapists (n=2) followed a 2-year practice-based educational programme including individual coaching and interactive group training. Embedded leadership training created opportunities for direct application of acquired leadership skills. Reports of coaching sessions and transcripts of semi-structured interviews with 20 leadership trainees, 8 network members and a focus group interview with 9 leadership trainees were thematically analysed.ResultsThey identified 50 learning goals, mostly associated with personal leadership competences. These professionals perceived some improvement in their leadership behaviour and preferred a duo-network leadership arrangement. Individual coaching sessions and group training sessions were perceived as fruitful support. Coaching sessions were found to facilitate learning processes regarding personal competencies, collaboration issues and role clarification. Group meetings were appreciated for exercises on transformational leadership behaviour and exchange of experiences. Network leaders and members observed improved quality of care and mentioned continuity of leadership, perseverance of leaders and a sufficient time period to bring about change as important facilitating factors.ConclusionClinical leadership training to stimulate integrated primary care is promising as it was positively valued and contributed to improved perceived leadership competencies. Network leaders and members experienced improved quality of care when at least continuity in leadership was warranted.
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Kitto S, Wondwossen Fantaye A, Davies N, McFadyen AK, Rivera J, Birch I, Barr H, Fletcher S, Fournier K, Xyrichis A. The evidence base for interprofessional education within health professions education: A protocol for an update review. J Interprof Care 2022; 37:515-518. [PMID: 36031805 DOI: 10.1080/13561820.2022.2097651] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
Interprofessional education (IPE) interventions aiming to promote collaborative competence and improve the delivery of health and social care processes and outcomes continue to evolve. This paper reports on a protocol for an update review that we will conduct to identify and describe how the IPE evidence base has evolved in the last 7 years. We will identify literature through a systematic search of the following electronic databases: Medline, Embase, CINAHL, Education Source, ERIC, and BEI. We will consider all IPE interventions delivered to health professions students and accredited professionals. Peer-reviewed empirical research studies published in any language from June 2014 onwards will be eligible for inclusion. The outcomes of interest are changes in the reaction, attitudes/perceptions, knowledge/skills acquisition, behaviors, organizational practice, and/or benefits to patients. We will perform each task of screening, critical appraisal, data abstraction, and synthesis using at least two members of the review team. The review will enable an update and comprehensive understanding of the IPE evidence base to inform future IPE developments, delivery and evaluation across education and clinical settings.
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Affiliation(s)
- Simon Kitto
- Department of Innovation in Medical Education, University of Ottawa, Ottawa, ON, Canada
| | | | - Nigel Davies
- Interprofessional Learning, College of Health, Medicine and Life Sciences, Brunel University London, London, UK
| | | | - Josette Rivera
- Department of Medicine, University of California, San Francisco, CA, USA
| | - Ivan Birch
- Sheffield Teaching Hospitals NHS Foundation Trust Woodhouse Clinic, Sheffield, UK
| | - Hugh Barr
- Emeritus Professor and Honorary Fellow, The University of Westminster, UK
| | - Simon Fletcher
- Kingston and St Georges University London, Centre for Health, Social Care and Education, St Georges University, London, UK
| | - Karine Fournier
- Health Sciences Library, University of Ottawa, Ottawa, ON, Canada
| | - Andreas Xyrichis
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King’s College London, London, UK
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Effectively Supporting Youth with Chronic Illness in Schools: External Partnerships and Training Recommendations. Pediatr Clin North Am 2022; 69:695-707. [PMID: 35934494 DOI: 10.1016/j.pcl.2022.04.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
Abstract
Across Western countries, approximately 15% to 20% of school-aged children and adolescents have a health-related disorder, with incidence rates of childhood chronic health conditions (CHCs) increasing. This contribution comprehensively reviews disease-level, school-level, and systems-level issues related to effectively supporting children with CHCs succeed from both psychosocial and educational perspectives. This article also delineates training needs as they pertain to graduate preparation and/or professional development to equip school personnel to appropriately address students' needs. The article concludes with recommendations for evidence-based prevention and intervention strategies and potential avenues for interdisciplinary collaboration and models of coordinated care for these medically compromised youth.
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Claeys T, Dolmans DHJM, de Nooijer J. Design and evaluation of a team-based interprofessional practice placement: A design-based research approach. MEDICAL TEACHER 2022; 44:866-871. [PMID: 35196946 DOI: 10.1080/0142159x.2022.2041188] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
INTRODUCTION Team-based Interprofessional Practice Placements (TIPPs) are innovative training practices. Evidence to substantiate the design of TIPPs is limited. This study explores the design and evaluation of TIPPs to support undergraduate students in gaining a better understanding of the complexity of patient problems in primary care settings and of collaboration within interprofessional teams. METHOD We implemented TIPPs at a University of Applied Sciences, Belgium based on three principles: (1) authentic tasks with real clients, (2) students collaborated in small interprofessional teams, and (3) students were supported by teachers. TIPPs were evaluated using focus groups (N = 5) that explored teachers' (N = 13) and students' (N = 22) experiences. Data were analysed thematically. RESULTS Three themes were constructed. First, TIPPs enhance students' understanding of the complexity of clients' problems and what matters to the client. Second, TIPPs support students to value the expertise of interprofessional team members. Finally, to enhance students' learning, TIPPs must strike an appropriate balance between teacher support and student autonomy. CONCLUSION The three design principles used to underpin the TIPPs were viable. Although students reported to receive sufficient support, they also felt this support should have been gradually withdrawn to offer more opportunities for autonomous learning. Teachers reported difficulties in balancing their support.
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Affiliation(s)
- Tony Claeys
- Maastricht University School of Health Professions Education, Maastricht, The Netherlands
- Centre of Expertise for Care Innovation, Vives University of Applied Sciences, Brugge, Belgium
| | - Diana H J M Dolmans
- School of Health Professions Education (SHE) and the Department of Educational Development & Research, at the Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| | - Jascha de Nooijer
- School of Health Professions Education (SHE) and the Department of Health Promotion, at the Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
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Zaher S, Otaki F, Zary N, Al Marzouqi A, Radhakrishnan R. Effect of introducing interprofessional education concepts on students of various healthcare disciplines: a pre-post study in the United Arab Emirates. BMC MEDICAL EDUCATION 2022; 22:517. [PMID: 35780117 PMCID: PMC9250223 DOI: 10.1186/s12909-022-03571-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/09/2022] [Accepted: 06/21/2022] [Indexed: 05/04/2023]
Abstract
BACKGROUND The value of interprofessional education (IPE) in nurturing healthcare professionals, and in shaping their professional identities, and their attitudes towards interdisciplinary teamwork and collaboration is established in the literature. IPE is an emerging concept in the Middle East and North Africa (MENA) region and is new to the United Arab Emirates (UAE). To date, the applicability and feasibility of IPE and of the corresponding collaborative practice in MENA countries remain largely unexamined. PURPOSE To investigate the effect of one of the first experiences of IPE in the UAE, which was purposefully designed in alignment with the principles of the Situated Learning Theory (SLT), on the readiness for interprofessional learning and collaboration among students of various healthcare disciplines in the UAE. METHODS A pre-post intervention quantitative research design was adopted for this study. The intervention focused on communication skills, and consisted of 2 tailor-made case-based scenarios. A total of 90 students (40 medical, 16 nursing, 16 pharmacy, and 18 physiotherapy), spread across two sessions (1 session per academic year across 2 academic years), took part in the IPE intervention. Readiness for Interprofessional Learning Scale (RIPLS) was used as the pre- and post- intervention assessments; aggregate data was analyzed using SPSS. RESULTS Of those who participated in the intervention (across both rounds), 77 participants responded to the pre-assessment (85. 6%) and 84 responded to the post-assessment (93. 3%). The IPE intervention under investigation significantly increased the level of readiness to engage in cross-disciplinary learning and collaboration among participating health professions' students. In terms of the subscales, the participants' openness to engage in teamwork was raised and their professional identity was fostered. Yet, no statistical significance around clarity of roles and responsibilities was detected. CONCLUSION The findings of this study encourage other universities in the MENA region to adopt IPE to improve future health professionals' capacity to develop shared understanding and mutual respect within cross-disciplinary teams. This, ultimately, feeds into improved quality of care and patient outcomes.
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Affiliation(s)
- Shroque Zaher
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.
- Division of Pathology, Al Qassimi Hospital, Sharjah, United Arab Emirates.
| | - Farah Otaki
- Strategy and Institutional Excellence, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- Institute for Excellence in Health Professions Education, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Amina Al Marzouqi
- College of Health Sciences, University of Sharjah, Sharjah, United Arab Emirates
| | - Rajan Radhakrishnan
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
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Michaud-Létourneau I, Gayard M, Lauzière J, Beaudry M, Pascual LR, Chartier I, Herzhaft-LeRoy J, Chiasson S, Fontaine-Bisson B, Pound C, Gaboury I. Understanding the challenges related to breastfeeding education and barriers to curricular change: a systems perspective for transforming health professions education. CANADIAN MEDICAL EDUCATION JOURNAL 2022; 13:91-104. [PMID: 35875442 PMCID: PMC9297256 DOI: 10.36834/cmej.73178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
OBJECTIVES A majority of women and families wish that their babies be breastfed. However, too many still receive insufficient or inappropriate initial care from health professionals (HPs) who have limited breastfeeding (BF) competencies. We investigated barriers and potential solutions to improve the undergraduate training programs for various HPs. METHODS Focus groups were carried out in three universities in Quebec and one in Ontario (Canada), with 30 faculty and program directors from medicine, midwifery, nursing, nutrition, and pharmacy. Discussions were subjected to thematic content analysis, before being validated in a strategic planning workshop with 48 participants from the same disciplines, plus dentistry and chiropractic. FINDINGS Substantive improvements of undergraduate training programs for BF could be obtained by addressing challenges related to the insufficient, or lack of, (i) interactions among various HPs, (ii) opportunities for practical learning, (iii) specific standards to guide course content, (iv) real-life experience with counselling, and (v) understanding of the influence of attitudes on professional practice. Several potential solutions were proposed and validated. The re-interpretation of the results in light of various literature led to an emerging framework that takes a systems perspective for enhancing the education of HPs on BF. CONCLUSIONS To improve the education of HPs so as to enable them to provide relevant support for future mothers, mothers and their families, solutions need to be carried out to address challenges in the health system, the education system as well as regarding the curricular change process.
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Affiliation(s)
- Isabelle Michaud-Létourneau
- Mouvement allaitement du Québec, Québec, Canada
- Département de médecine de famille et de médecine d'urgence, Université de Sherbrooke, Québec, Canada
- Département de médecine sociale et préventive, École de santé publique, Université de Montréal, Québec, Canada
| | | | - Julie Lauzière
- Mouvement allaitement du Québec, Québec, Canada
- Département de médecine de famille et de médecine d'urgence, Université de Sherbrooke, Québec, Canada
| | | | | | - Isabelle Chartier
- Mouvement allaitement du Québec, Québec, Canada
- Faculté des sciences infirmières, Université de Montréal, Québec, Canada
| | | | | | - Bénédicte Fontaine-Bisson
- Mouvement allaitement du Québec, Québec, Canada
- School of Nutrition Sciences, University of Ottawa, Ontario, Canada
- Institut du savoir Montfort, Hôpital Montfort, Ontario, Canada
| | - Catherine Pound
- Department of Pediatrics, University of Ottawa, Ontario, Canada
| | - Isabelle Gaboury
- Département de médecine de famille et de médecine d'urgence, Université de Sherbrooke, Québec, Canada
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Thapa P, KC B, Lee SWH, Dujaili JA, Gyawali S, Mohamed Ibrahim MI, Alrasheedy AA. Managing Pain in Low Resource Settings: Healthcare Professionals’ Knowledge, Attitude and Practice Regarding Pain Management in Western Nepal. J Pain Res 2022; 15:1587-1599. [PMID: 35677698 PMCID: PMC9169832 DOI: 10.2147/jpr.s360243] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 05/14/2022] [Indexed: 11/23/2022] Open
Affiliation(s)
- Parbati Thapa
- School of Pharmacy, Monash University Malaysia, Subang Jaya, Selangor, Malaysia
| | - Bhuvan KC
- School of Pharmacy, Monash University Malaysia, Subang Jaya, Selangor, Malaysia
- College of Public Health, Medical, and Veterinary Sciences, James Cook University, Townsville, Queensland, Australia
- Correspondence: Bhuvan KC, School of Pharmacy, Monash University Malaysia, Jalan Lagoon Selatan, Subang Jaya, Selangor, 47500, Malaysia, Email
| | - Shaun Wen Huey Lee
- School of Pharmacy, Monash University Malaysia, Subang Jaya, Selangor, Malaysia
| | | | - Sudesh Gyawali
- Department of Pharmacology, Manipal College of Medical Sciences, Pokhara, Nepal
| | | | - Alian A Alrasheedy
- Department of Pharmacy Practice, College of Pharmacy, Qassim University, Buraidah, Qassim, Saudi Arabia
- Alian A Alrasheedy, Department of Pharmacy Practice, College of Pharmacy, Qassim University, Buraidah, Qassim, Saudi Arabia, Email
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Pereira J, Meadows L, Kljujic D, Strudsholm T, Parsons H, Riordan B, Faulkner J, Fisher K. Learner Experiences Matter in Interprofessional Palliative Care Education: A Mixed Methods Study. J Pain Symptom Manage 2022; 63:698-710. [PMID: 34998952 DOI: 10.1016/j.jpainsymman.2021.12.034] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/06/2021] [Revised: 12/09/2021] [Accepted: 12/31/2021] [Indexed: 12/17/2022]
Abstract
CONTEXT Interprofessional collaboration is needed in palliative care and many other areas in health care. Pallium Canada's two-day interprofessional Learning Essential Approaches to Palliative care Core courses aim to equip primary care providers from different professions with core palliative care skills. OBJECTIVES Explore the learning experience of learners from different professions who participated in Learning Essential Approaches to Palliative care Core courses from April 2015 to March 2017. METHODS This mixed methods study was designed as a secondary analysis of existing data. Learners had completed a standardized course evaluation survey online immediately post-course. The survey explored the learning experience across several domains and consisted of seven closed ended (Likert Scales; 1 = "Total Disagree", 5 = "Totally Agree") and three open-ended questions. Quantitative data were analyzed using descriptive statistics and Kruskal-Wallis non-parametric test tests, and qualitative data underwent thematic analysis. RESULTS During the study period, 244 courses were delivered; 3045 of 4636 participants responded (response rate 66%); physicians (662), nurses (1973), pharmacists (74), social workers (80), and other professions (256). Overall, a large majority of learners (96%) selected "Totally Agree" or "Agree" for the statement "the course was relevant to my practice". A significant difference was noted across profession groups; X2 (4) = 138; p < 0.001. Post-hoc analysis found the differences to exist between physicians and pharmacists (X2 = -4.75; p < 0.001), and physicians and social workers (X2 = -6.63; p < 0.001). No significant differences were found between physicians and nurses (X2 = 1.31; p = 1.00), and pharmacists and social workers (X2 = -1.25; p = 1.00). Similar results were noted for five of the other statements. CONCLUSION Learners from across profession groups reported this interprofessional course highly across several learning experience parameters, including relevancy for their respective professions. Ongoing curriculum design is needed to fully accommodate the specific learning needs of some of the professions.
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Affiliation(s)
- José Pereira
- Pallium (J.P., B.R., J.F.), Ontario, Canada; Division of Palliative Care, Department of Family Medicine (J.P.), McMaster University, Hamilton, Canada; Institute for Culture and Society (ICS) (J.P.), University of Navara, Pamplona, Spain.
| | - Lynn Meadows
- Department of Community Health Sciences (L.M.), Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Dragan Kljujic
- Database Manager and Analyst (D.K.), Independent Consultant, Brampton, Canada
| | - Tina Strudsholm
- School of Health Sciences (T.S.), University of Northern British Columbia, Prince George, Canada
| | - Henrique Parsons
- Division of Palliative Care (H.P.), Department of Medicine, University of Ottawa; The Ottawa Hospital Research Institute Clinical Epidemiology Program; Bruyere Research Institute, Ontario, Canada
| | | | | | - Kathryn Fisher
- School of Nursing, Faculty of Health Sciences (K.F.), McMaster University, Hamilton, Canada
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A Framework to Guide the Development of Health Care Professional Education and Training in Best Evidence Osteoarthritis Care. Clin Geriatr Med 2022; 38:361-384. [DOI: 10.1016/j.cger.2021.11.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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